Making Connections: Grounding Professional Development in the Developmental Theories of Vygotsky

Eun, Barohny

doi:10.1080/08878730701838934

Cited by 68 publications

(54 citation statements)

References 9 publications

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“…the interpsychological plane between two people), individually oriented models cannot, by themselves, contribute to professional development. However, individually guided activities may be combined with other models of professional development to enhance the internalization process (Eun 2008). Guskey (2000) notes the powerful effect of combining various professional development models.…”

Section: Models Of Professional Developmentmentioning

confidence: 99%

“…Within this general theoretical framework, mediation and internalization are seen as the mechanisms that explain why and how development occurs (Eun 2008). As children interact with more competent adults (i.e.…”

Section: Vygotsky's Theory Of Human Developmentmentioning

confidence: 99%

“…However, most of these studies have investigated the effects of professional development programs empirically in a post-factum approach (Eun 2008). Lacking a general theoretical framework in which to ground professional development (Eun andHeining-Boynton 2007, Eun 2008), these studies do not allow for predictions to be made or offer an explanation regarding why professional development leads to teacher learning or what factors may lead to enhancing this process.…”

Section: Introductionmentioning

confidence: 98%

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A Vygotskian theory‐based professional development: implications for culturally diverse classrooms

Eun

2011

Professional Development in Education

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Professional development is defined as the main route to quality teaching, which in turn leads to improved learning for all students. Because the real challenges of professional development become apparent only after the implementation process has begun, the present paper focuses on integrating professional development experiences with classroom practices. The challenges of implementation increase as the student population becomes more diversified due to demographic changes. With Vygotsky's views of development as theoretical background, six principles of effective professional development implementation are outlined for teachers working in classrooms that are inhabited by culturally and linguistically diverse students. These six principles focus on the mediational nature of human development and learning.

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Section: Models Of Professional Developmentmentioning

confidence: 99%

Section: Vygotsky's Theory Of Human Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

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A Vygotskian theory‐based professional development: implications for culturally diverse classrooms

Eun

2011

Professional Development in Education

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“…Just as collaboration formed an essential part of learning and development for students, it is an essential component of continuous teacher development (Eun, 2008). As Engeström and his colleagues noted (Engeström, Engeström, & Suntio, 2002), collaboration provides teachers with multivoicedness as these teachers work together 'to breakdown barriers between school subjects to create meaningful instructional units ' (p. 222).…”

Section: Integrated Instructionmentioning

confidence: 99%

From learning to development: a sociocultural approach to instruction

Eun

2010

Cambridge Journal of Education

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Theories of human development and learning provide an essential framework in which to understand the mechanisms involved in the process of formal instruction as a specific form of teaching and learning in the school setting. The sociocultural theory of development, founded on the works of Lev Vygotsky, espouses the view that social interaction among two or more people is the greatest motivating force in human development. Communication, via the use of language, provides one of the most effective means of social interaction. By collaborating toward a common cultural goal, people co-construct new knowledge by building on each participant's contribution. Based on the main tenets of sociocultural theory, the following eight interrelated principles for instruction are presented, namely, that it should be: mediated; discursive; collaborative; responsive; contextualized; activity-oriented; developmental; and integrated.

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“…According to Eun (2008), the most effective method of improving the teaching process is professional development. Thus, rather than being given a pre-planned methods course for pre-service teachers, each semester's language arts students began the course by receiving a syllabus with basic course information, including standard projects and assignments associated with methods courses.…”

Section: Changing the Directionsmentioning

confidence: 99%

Transforming Teaching and Learning: A Professional Development Approach to Increase Self Efficacy through Course Planning

Barkley

2012

JSR

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This essay describes one professor's alternative approach to planning and teaching an English language arts methods course for pre-service teachers. Planning for the course began with a needs assessment, much like a needs assessment that practicing teachers would complete in order for administrators to plan professional development workshops. Students were surveyed concerning their efficacy beliefs as they pertained to common tasks English language arts teachers encounter in the classroom. A methods course was then designed to provide a series of professional development-type workshops to boost the students' efficacy beliefs about their abilities to become effective English language arts teachers.

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Making Connections: Grounding Professional Development in the Developmental Theories of Vygotsky

Cited by 68 publications

References 9 publications

A Vygotskian theory‐based professional development: implications for culturally diverse classrooms

A Vygotskian theory‐based professional development: implications for culturally diverse classrooms

From learning to development: a sociocultural approach to instruction

Transforming Teaching and Learning: A Professional Development Approach to Increase Self Efficacy through Course Planning

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