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Activity Theory and the Transformation of Pedagogic Practice
16 references·3 citing·28 second hop
Activity Theory and the Transformation of Pedagogic Practice (2006)Activity Theory and the Transformation of…Learning by Expanding (2014)Learning by ExpandingDevelopmental work research: expanding activity theory in practice (2005)Developmental work research: …Activity theory, discourse and Bernstein (2004)Activity theory, discourse an…Vygotsky and pedagogy (2002)Vygotsky and pedagogyCultivating Communities of Practice: A Guide to Managing Knowledge (2002)Cultivating Communities of Pr…Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Expansive Learning at Work: T…Rethinking diversity: Hybridity and hybrid language practices in the third space (1999)Rethinking diversity: Hybridi…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Changing teachers, changing times: teachers' work and culture in the postmodern age (1994)Changing teachers, changing t…Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology (1991)Vygotsky and Education: Instr…Non scolae sed vitae discimus: Toward overcoming the encapsulation of school learning (1991)Non scolae sed vitae discimus…Creating zones of possibilities: Combining social contexts for instruction (1990)Creating zones of possibiliti…The Making of Mind: A Personal Account of Soviet Psychology (1980)The Making of Mind: A Persona…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Activity, consciousness, and personality (1978)Activity, consciousness, and …Steps to an Ecology of Mind (1973)Steps to an Ecology of MindEarly stages in building hybrid activity between school and work: the case of PénArt (2017)Early stages in building hybr…Activity theory and fostering learning : developmental interventions in education and work (2010)Activity theory and fostering…Not from the Inside Alone but by Hybrid Forms of Activity: Toward an Expansion of School Learning (2009)Not from the Inside Alone but…Thought and language (1962)The Reflective Practitioner: How Professionals Think in Action (1985)Studies of expansive learning: Foundations, findings and future challenges (2010)Boundary Crossing and Boundary Objects (2011)Apprenticeship in thinking: cognitive development in social context (1990)Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice (2007)Culturally Sustaining Pedagogy (2012)The Location of Culture (2012)Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens (2012)Situated Learning (1991)Workplace Learning in Context (2004)Designing for Virtual Communities in the Service of Learning (2004)Limits to Communities of Practice (2006)Knowledge sharing, absorptive capacity, and innovation capability: an empirical study of Taiwan's knowledge-intensive industries (2007)A Dynamic Theory of Organizational Knowledge Creation (1994)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform (2005)Professional Learning Communities: A Review of the Literature (2006)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers (2002)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Problem-Based Learning: What and How Do Students Learn? (2004)
this work references cited by second hop

References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1973Steps to an Ecology of Mind7,226 cited
  • 2001Expansive Learning at Work: Toward an activity theoretical reconceptualization5,429 cited
  • 2014Learning by Expanding4,988 cited
  • 2002Cultivating Communities of Practice: A Guide to Managing Knowledge4,771 cited
  • 1978Activity, consciousness, and personality4,374 cited
  • 1994Changing teachers, changing times: teachers' work and culture in the postmodern age2,724 cited
  • 1999Rethinking diversity: Hybridity and hybrid language practices in the third space1,280 cited
  • 1991Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology1,056 cited
  • 1990Creating zones of possibilities: Combining social contexts for instruction735 cited
  • 2002Vygotsky and pedagogy730 cited
  • 1980The Making of Mind: A Personal Account of Soviet Psychology435 cited
  • 2005Developmental work research: expanding activity theory in practice350 cited
  • 1991Non scolae sed vitae discimus: Toward overcoming the encapsulation of school learning

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311 cited
  • 2004Activity theory, discourse and Bernstein111 cited
  • Cited by

    • 2017Early stages in building hybrid activity between school and work: the case of PénArt12 cited
    • 2010Activity theory and fostering learning : developmental interventions in education and work9 cited
    • 2009Not from the Inside Alone but by Hybrid Forms of Activity: Toward an Expansion of School Learning5 cited