Examining Teacher Learning Through the Lens of Cultural-Historical Activity Theory

• In Event: Constructing Cultural Experience in Teacher Education

Abstract

Cultural-Historical Activity Theory addresses human activities, moving beyond individual knowledge and decision making to take a developmental view of minds in context. The purpose of this paper presentation is to examine teacher learning, through the lens of cultural activity theory (CHAT), in particular focusing on the higher stages of development in the teacher-as-learner in relation to learning and practice. A meta-analysis design was incorporated to examine the extant body of literature on CHAT. Five distinct dimensions of teacher learning were identified: participation, mediation, language, collaboration and praxis. A matrix of the five dimensions, delineated by interrelated topics motivation, emotion, and identity emerged from the analysis.

Author

• Patrick M. Jenlink, Stephen F. Austin State University