Part of the assignment: student-teachers' planning instruction within/across activity systems

Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education progra...

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Bibliographic Details
Published in:Teaching education (Columbia, S.C.) S.C.), 2020-07, Vol.31 (3), p.279-297
Main Authors: Land, Charlotte L., Rubin, Jessica Cira
Format: Article
Language:English
Subjects:
activity theory
Cooperating Teachers
Curricula
Language Arts
lesson planning
Lesson Plans
Planning
Practicums
Secondary Education
Student Responsibility
Student Teachers
Student Teaching
Teacher education
Teacher education curriculum
Teacher Education Programs
Teacher Responsibility
teacher thinking and knowledge
Urban Schools
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Summary:Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education program and secondary school field placements. This study serves to further understandings of how new teachers learn to appropriate the genres of teaching and to explore contradictions between a university preparation program and secondary school contexts. Findings provide an account of the student-teachers' lesson planning and an explanation of how disruptions in those plans provided insight into points of tension. By viewing these tensions as contradictions within/across activity systems, we identify them as opportunities to better understand teacher learning and ways we might support new teachers in navigating tensions in their classrooms and schools.
ISSN:1047-6210
1470-1286
DOI:10.1080/10476210.2018.1546689