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Action research, pedagogy, and activity theory: Tools facilitating two instructors' interpretations of the professional development of four preservice teachers
ARTICLE

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TATE Volume 28, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper explores the value of action research in the understanding of the professional development of 4 preservice secondary school mathematics (PSSM) teachers and their instructors in a teacher education program. It draws upon data collected from multiple cycles in a research project (2007–2010). The goal of the long term project was to explore how PSSM teachers combined knowledge from their content area and pedagogy courses with the action research course. This paper represents how activity theory facilitated the instructors' interpretations and understandings of the benefits and challenges of using action research as a professional development strategy with PSSM teachers.

Citation

Junor Clarke, P.A. & Fournillier, J.B. (2012). Action research, pedagogy, and activity theory: Tools facilitating two instructors' interpretations of the professional development of four preservice teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 649-660. Elsevier Ltd. Retrieved May 7, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.01.013

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