Using the Change Laboratory Method to Explore Contradictions on Becoming a Student of Teaching

• In Event: 56.081 - Roundtable Session 24
  In Roundtable Session: 56.081-15 - Learning out of School

Abstract

In this presentation the researchers share findings from an empirical study framed by Cultural-Historical Activity theory using the Change Laboratory (CL) as a methodological tool in the study of a student teaching seminar (STS) of a bilingual teacher education program in a U.S. university. We engage in a self study that examines the implementation of an innovative CL within the context of a STS through a multileveled analysis of the development of pre-service teachers. The findings point to the potential of the CL/STS to support pre-service teachers’ reconceptualization of the object of their professional activity, negotiation of power relations, and identity development.

Authors

• Carmen M. Martinez-Roldan, Teachers College, Columbia University

• Sharon Chang, Teachers College, Columbia University

• Maria E. Torres-Guzman, Teachers College, Columbia University