Cultural-Historical Perspectives on Teacher Education and Development

Abstract

Acknowledgements List of contributors 1. Introduction Viv Ellis, Anne Edwards & Peter Smagorinsky PART I: THE SOCIAL SITUATION OF TEACHER DEVELOPMENT 2. A Vygotskian analysis of the construction of setting in learning to teach Peter Smagorinsky 3. What and how do student teachers learn from working in different social situations of development in the same schoool? Alaster Douglas 4. Taking a sociocultural perspective on science teachers' knowledge Jane McNicholl and Ann Childs 5. How can Vygotsky and his legacy help us to understand and develop teacher education? Anne Edwards 6. From instructing pupils to coaching children: Pupil health and the broadening of responsibilities for the teacher profession Eva Hjoerne, Pernilla Larsson and Roger Saljoe PART II: A CULTURAL-HISTORICAL METHODOLOGICAL PERSPECTIVE 7. Studying the process of change: The double stimulation strategy in teacher education research Viv Ellis 8. Investigating teacher language: A comparison of the relative strengths of conversation analysis and critical discourse analysis as methods Gill Boag-Munroe 9. Learning to become a teacher: Participation across spheres for learning Cecilie Flo Jahreie and Eli Ottesen 10. Breaking out of a professional abstraction: The pupil as materialized object for trainee teachers Annalisa Sannino PART III: CULTURAL-HISTORICAL DESIGNS FOR TEACHER EDUCATION 11. Deviations from the conventional: Contradictions as sources of change in teacher education Thuridur Johannsdottir 12. 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms Yongcan Liu and Linda Fisher 13. When third space is more than the library: The complexities of theorising and learning to use family and community resources to teach elementary literacy and mathematics Lori A. Norton-Meier and Corey Drake 14. Learning-for-teaching across educational boundaries: An activity-theoretical analysis of collaborative internship projects in initial teacher education Charles Max Afterword: CHAT and good teacher education Willem Wardekker