Using Cultural Historical Activity Theory to Uncover Praxis in Special Education Teacher Preparation

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-16 - Special Education Research SIG Roundtable Discussion 4

Abstract

This conceptual paper explores the ways in which cultural historical activity theory (CHAT) allows for understanding of reflection and action during special education fieldwork experiences. Deeper understanding of praxis—combined reflection and action—is needed for teacher educators to support teacher candidates’ implementation of inclusive practices. We present a framework that reviews core components of CHAT and the potential insights these elements can bring to special education fieldwork experiences. In particular, we discuss the affordances of identifying activity systems, examining the appropriation of pedagogical tools, and uncovering tensions in special education teacher fieldwork. Examples based on data from two studies applying a CHAT lens to special education fieldwork are embedded throughout the paper to illustrate the utility of this approach.

Authors

• Christine Hancock, The University of Kansas

• Amanda Miller, University of Kansas