Using Activity Theory to Evaluate and Improve K-12 School and University Partnerships

Yamagata-Lynch, Lisa C.; Smaldino, Sharon

doi:10.1007/978-0-387-09667-4_10

Cited by 11 publications

(15 citation statements)

References 26 publications

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“…As discussed, even after collaborative CPD which brought tutors and supporter teachers closer together to share their knowledge and co-learn, some individuals may not always develop a shared perspective of partnership expectations and aspirations (Yamagata-Lynch & Smaldino, 2007), and a cultural divide may persist. It may be that more targeted CPD during which all tutors and supporter teachers freely co-construct teacher preparation may support this endeavour.…”

Section: Discussionmentioning

confidence: 99%

Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives

Mtika

Robson

Fitzpatrick

2014

Teaching and Teacher Education

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This article explores joint observation implemented as part of a partnership between schools and a teacher education institution during field experience (practicum) from the perspectives of student teachers, supporter (cooperating) teachers and tutors (university teacher educators). Joint observation comprising the viewing of student teacher practice in the classroom context by supporter teacher and tutor, and related tripartite dialogue, were implemented with a view to strengthening such collaborative partnership. In this exploratory study, qualitative and quantitative data were collected using semi-structured interviews and questionnaires. Findings identified the benefits and challenges of joint observation. Implications of the study are discussed.

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Section: Discussionmentioning

confidence: 99%

Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives

Mtika

Robson

Fitzpatrick

2014

Teaching and Teacher Education

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“…The second strand focuses attention on the cultural historical systems that structure organizational and individual activity and learning, many drawing on Engestromian activity theory. This strand emphasizes how activity internal to teacher education programs (Johannsdottir, 2010;Peck & McDonald, in press) has the potential to create "new patterns of activity" through "boundary crossing" partnerships (Norton-Meir & Drake, 2010;Yamagata-Lynch & Smaldino, 2007). Again, it is not that individuals are absent from a system analysis, but rather individuals are encountered primarily as either occupants of particular positions within formal organizational structures or are grouped as anonymous, albeit integral, components of the overall system.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Learning to See Students: Opportunities to Develop Relational Practices of Teaching through Community-Based Placements in Teacher Education

McDonald

Bowman

Brayko

2013

Teachers College Record

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Background For decades, scholars have argued that teaching and learning depend fundamentally on the quality of relationships between teachers and students, yet there is little research about how teachers develop relationships with students or how teacher education prepares teachers to do this work. Arguably, articulating the relational practices of teaching is critical for those aiming to prepare teachers to reach across differences, educate from a social justice perspective, and teach an increasingly diverse population of students. Noting the emphasis on relationships in community-based organizations (CBOs), the authors investigated preservice field placements in CBOs as potentially strategic contexts for learning about relational aspects of teaching. Objective The authors engaged the questions: What do candidates learn in CBO field placements? What are sources of variation between candidates’ learning outcomes? What are individual and contextual factors that shaped candidates’ opportunities to learn in CBOs? Specifically, which factors influenced candidates’ inclination and capacity to enact relational teaching practices (e.g., the methods and skills associated with learning about and connecting with students, families, and communities)? Research Design This study was a 3-year longitudinal investigation. Authors followed two cohorts of candidates from their first quarter of preparation into their first year of teaching. Qualitative methods, such as interviews, observations, and document review were employed in this inquiry of 12 case study candidates. To examine questions of variation, authors also conducted an in-depth comparative case analysis of a subset of two candidates and their CBO placement contexts. Findings CBO placements facilitated opportunities for candidates to “see students”: candidates developed deeper understandings about children and more nuanced conceptions of diversity; experienced and examined school from an out-of-school perspective; and demonstrated greater attentiveness to the role of context in learning. The more detailed comparative analysis of two cases revealed variation in candidates’ experiences and their enactment of practices involved in building relationships with children and families. This analysis identified individual and situational factors (in coursework and CBOs) that facilitated and impeded candidate learning in CBOs. Conclusions Findings from this study highlight the types of learning outcomes that preser-vice community-based placements potentially afford, as well as factors that make some placements more educative than others. The authors offer a theoretical lens that attends to variation in learning, which could be leveraged in future empirical work. This research contributes to the field's developing efforts to identify key social justice teaching practices and to conceptualize pedagogies of enactment for such practices.

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“…Of particular interest to teacher educators is one listed in that final category with a focus on using activity theory to evaluate and improve school and university partnerships (Yamagata-Lynch & Smaldino, 2007). This is where the practical examples are introduced with explanations of how seven different research studies used CHAT within research and analysis.…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Activity systems analysis methods: understanding complex learning environments, by Lisa C. Yamagata-Lynch

Davis

2012

Pedagogies: An International Journal

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Using Activity Theory to Evaluate and Improve K-12 School and University Partnerships

Cited by 11 publications

References 26 publications

Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives

Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives

Learning to See Students: Opportunities to Develop Relational Practices of Teaching through Community-Based Placements in Teacher Education

Activity systems analysis methods: understanding complex learning environments, by Lisa C. Yamagata-Lynch

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