Using activity systems analysis to identify inner contradictions in teacher professional development

Teaching and Teacher Education

Volumn 25, Issue 3, 2009, Pages 507-517

  Yamagata Lynch, Lisa C ^a   Haudenschild, Michael T ^b  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b eTech Ohio Commission   (United States)

Author keywords

Activity theory; Teacher professional development

Indexed keywords

EID: 60249087122     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2008.09.014     Document Type: Article

References (31)

1. Barab S.A., Barnet G.M., Yamagata-Lynch L.C., Squire K., and Keating T. Using activity theory to understand the contradictions characterizing a technology-rich introductory astronomy course. Mind, Culture, and Activity 9 2 (2002) 76-107
2. Barab S.A., Evans M.A., and Baek E. Activity theory as a lens for characterizing the participatory unit. In: Jonnasen D. (Ed). Handbook of research for educational communication and technology. 2nd ed. (2003), Simon and Schuster, New York 199-214
3. Barab S.A., Schatz S., and Scheckler R. Using activity theory to conceptualize online community and using online community to conceptualize activity theory. Mind, Culture, and Activity 11 1 (2004) 25-47
4. Borko H. Professional development and teacher learning: mapping the terrain. Educational Researcher 33 8 (2004) 3-15
5. Borko H., Davinroy K.H., Bliem C.L., and Cumbo K.B. Exploring and supporting teacher change: two third-grade teachers' experiences in a mathematics and literacy staff development project. The Elementary School Journal 100 4 (2000) 273-306
6. Center for Activity Theory and Developmental Work Research. The activity system (2004). http://www.edu.helsinki.fi/activity/pages/chatanddwr/activitysystem/ Accessed 01.30.06
7. Cole M. Cultural psychology: A once and future discipline (1996), Harvard University Press, Cambridge, MA
8. Cole M., and Engeström Y. A cultural-historical approach to distributed cognition. In: Salomon G. (Ed). Distributed cognitions: Psychological and educational considerations (1993), Cambridge University Press, New York 1-46
9. Delandshere G., and Petrosky A. Political rationales and ideological stances of the standards-based reform of teacher education in the U.S. Teaching and teacher education 20 1 (2004) 1-15
10. Ehman L., Bonk C.J., and Yamagata-Lynch L.C. A Model of teacher professional development to support technology integration. AACE Journal 13 3 (2005) 251-272
11. Engeström Y. Learning by expanding: An activity-theoretical approach to developmental research (1987), Orienta-Konsultit Oy, Helsinki
12. Engeström Y. Developmental studies of work as a testbench of activity theory: the case of primary care medical practice. In: Chaiklin S., and Lave J. (Eds). Understanding practice: Perspectives on activity and context (1993), Cambridge University Press, New York 64-103
13. Engeström Y. Developmental work research as educational research: looking ten years back into the zone of proximal development. Nordisk Pedagogik 16 3 (1996) 131-143
14. Engeström Y. Expansive learning at work: toward an activity theoretical reconceptulization. Journal of Education and Work 14 1 (2001) 133-156
15. Gore J.M., Griffiths T., and Ladwig J.G. Towards better teaching: productive pedagogy as a framework for teacher education. Teaching and teacher education 20 4 (2004) 375-387
16. Guskey T.R. Staff development and the process of teacher change. Educational Researcher 15 5 (1986) 5-12
17. Guskey T.R. Professional development and teacher change. Teachers and Teaching: Theory and Practice 8 3/4 (2002) 381-391
18. Jonassen D.H., and Rohrer-Murphy L. Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development 47 1 (1999) 61-79
19. Leontiev A.N. The problem of activity and psychology. In: Leont'ev A.N. (Ed). Activity, consciousness, and personality (1978), Prentice Hall, Englewood Cliffs 45-74
20. Lincoln Y.S., and Guba E.G. Naturalistic inquiry (1985), Sage Publications, Beverly Hills, CA
21. Little J.W. District policy choices and teacher's professional development opportunities. Educational Evaluation and Policy Analysis 11 2 (1989) 165-179
22. National Center for Education Statistics. Teacher quality: A report on the preparation and qualifications of public school teachers. Statistical analysis report no. NCES 1999080 (1999), National Center for Education Statistics, Washington, DC
23. Newmann F.M., King M.B., and Young P. Professional development that addresses school capacity: lessons from urban elementary schools. American Journal of Education 108 4 (2000) 259-299
24. Roth M.R., and Lee Y.J. "Vygotsky's neglected legacy": cultural-historical activity theory. Review of Educational Research 77 2 (2007) 186-232
25. Strauss A., and Corbin J. Basics of qualitative research: Techniques and procedures for developing grounded theory. 2nd ed. (1998), Sage Publications, Thousand Oaks, California:
26. Supovitz J.A., and Turner H.M. The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching 37 9 (2000) 963-980
27. Sykes G. Reform of and as professional development. Phi Delta Kappan 77 7 (1996) 464-468
28. Vygotsky L.S. Mind in society: The development of higher psychological processes (1978), Harvard University Press, Cambridge, MA
29. Vygotsky L.S. Thought and language (1986), MIT Press, Cambridge, Massachusetts
30. Yamagata-Lynch L.C. Using activity theory as an analytical lens for examining technology professional development in schools. Mind, Culture, and Activity 10 2 (2003) 100-119
31. Yamagata-Lynch L.C., and Smaldino S. Using activity theory to evaluate and improve K-12 school and university partnerships. Evaluation and Program Planning 30 4 (2007) 364-380