Abstract
Dilemmas are inherent to the teaching profession and can be characterized as conceptual, pedagogical, cultural, or political. To analyze these dilemmas as growth points for teacher development, this multiple-case study explores the activity-theoretical conceptualization of contradictions as sources of change. Data were analyzed from seven diverse teachers who taught math or science in high-need elementary, middle, or secondary schools. The study gives in-depth insight into how conceptual, pedagogical, cultural, and political dilemmas can be understood as contradictions between elements in teacher activity systems and how they can relate to change in teaching practices.
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