Suchergebnisse

The importance of the specific environment for understanding the microgenesis of psychological processes is well documented. It can be argued, however, that the theoretical framework of cultural psychology which is usually referred to as cultural-historical activity theory (CHAT) underconceptualizes this aspect, thereby hampering its ability to provide an adequate theoretical explanation of some microgenetic processes. More specifically, it is difficult for CHAT to explain the formation of the conscious purpose of activity - that is, its intentional aspect. This paper proposes to introduce the concepts of situation, circumstance and practical relations into CHAT. By means of an example it is argued that these concepts can explain the intentional aspect of activity, which no other current concepts in CHAT are able to do. Consequently, it is suggested that there is a strong case for incorporating these concepts within CHAT.

It has usually been argued that the pattern of interaction commonly known as triadic dialogue is not adequate for the purposes of learning or, especially, for transfer of responsibility. However, this pattern has been pervasively found in educational data that, at the same time, clearly show transfer of responsibility. The aim of this paper is to explore how transfer of responsibility is enabled through triadic dialogue. We propose that there are at least three mechanisms of triadic dialogue that enable and foster transfer of responsibility. We call these mechanisms Repeating Gives, Sharing Gives, and Disputing Gives. The paper describes these mechanisms and analyses both how they work and how they allow transfer of responsibility in triadic dialogue, with help of empirical data consisting of interactions between an experienced teacher and a student teacher on a three-month internship in the same school.

This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers' collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading to a number of implications for achieving the twin goals of higher teacher retention and job satisfaction. ; This research was partly supported by the Australian Government's Collaborative Research Network (CRN) program, by the Queensland College of Teachers, and by the OLT project 'Step Up' MS13-3184.

Recent educational research suggests that joint reflection can enhance student teachers' reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their contribution to the development of students' ability to reflect on their teaching practice. More specifically, we aim to identify the kind of tutor assistance that best helps students to develop their reflective capacity and to understand the situations they encounter during teaching practice. ; This research was funded by the Ministerio de Economía y Competitividad, Gobierno de España (Ministry of Economy and Competitiveness, Spanish Government), (EDU2013-44632-P. It was also funded by the Agència d'Ajuts Universitaris i de Recerca (Agency of University and Research Grants) (AGAUR), Generalitat de Catalunya (Generalitat of Catalonia), (2014 ARMIF 00052).