Using Activity Theory to Understand Qualitative Differences in Principle-Based Innovation of Two KB Teachers

• In Event: AERA Poster Session 11
  In Poster Session: Poster 14: Activity Theory

Abstract

This paper examines qualitative differences in principle-based innovation of two KB teachers’ practice in Singapore classrooms. Understanding the extent of principle-based innovation practice among KB teachers can inform gaps for professional development and in turn promote the design capability of teachers. Data included lesson observations, teacher interviews and students’ discussion in KF. Using activity theory as a lens, we found that the teachers’ goals, tool use and facilitation approaches supported different extent of principle-based innovation in practice. Findings also highlighted that teacher-directed facilitation tended to reflect more of a procedural-based approach to KB. Our work suggest the need for professional development to support teachers in designing and facilitating instruction with KB principles in order to sustain principle-based innovation work.

Authors

• Aloysius Ong, National Institute of Education - Nanyang Technological University

• Chew Lee Teo, Singapore National Institute of Education

• Cera Tan, National Institute of Education - Nanyang Technological University