ПЕДАГОГИЧЕСКИЙ ЭКСПЕРИМЕНТ ПО ПРИВНЕСЕНИЮ ДИСЦИПЛИНАРНЫХ КОНЦЕПЦИЙ В ИГРУ: РЕШЕНИЕ ТЕОРЕТИЧЕСКОЙ ПРОБЛЕМЫ СТАНОВИТСЯ ИСТОЧНИКОМ РАЗВИТИЯ ДЛЯ ПЕДАГОГА

Abstract

Relevant to the development of cultural-historical theory is the contemporary understanding that teacher development was never the focus of Vygotsky’s research. Yet researchers who are studying teacher professional development have increasingly drawn on concepts from cultural-historical theory. Concepts relevant to child development are being used to explain how teachers in schools (Edwards et al., 2019; Ellis, 2007) and preschools (Nuttall et al., 2015) are developing their professional practices. But the question of what is developing for teachers remains unanswered. Th e goal of this paper is to present a study of teacher development over two years. Th e method was an educational experiment (Hedegaard, 2008) where teachers and researchers collaborated on a theoretical problem of how to bring into their play programs discipline concepts. Th e data gathered for the educational experiment included 152 hours of digital video recordings of practices, planning documentation, and 32 hours of weekly interviews. Th e sample included two early childhood teachers over two years from two classrooms. Th e Vygotskian concepts of crisis and Hedegaard’s dialectical concepts of motives and motivation were used to analyze the data. Th e results show how the ongoing small crises experienced over time, when successfully resolved, bring developmental conditions for teachers. Th e conclusion was that development could be theorized as a change in teacher positioning as an outsider of children’s play, to a play position which brought forward a change in teacher motives.