Article2002

Redesigning an "Urban" Teacher Education Program: An Activity Theory Perspective

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Teacher Education and Leadership Studies Innovative Teaching and Learning Methods Innovative Education and Learning Practices

Abstract

In this article, we use activity theory to frame the redesign of an urban teacher education program. Some of the contradictions that we had to deal with are endemic to traditional teacher education programs while others were particular to this program, which has as its goal to prepare teachers to work in urban (inner-city) schools. Our intervention consisted of a change to coteaching, a collective form of teaching, and cogenerative dialoguing, a process of creating local theory involving coteachers and student representatives. Our coteaching/cogenerative-dialoguing paradigm makes salient the social, collective, rather than individual, psychological dimensions of learning to teach. Because of the redesign process, new forms of relations between new teachers, cooperating (in-service) teachers, and supervisors emerged that are more participatory and democratic than they had been in the past.

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1978Mind in Society: The Development of Higher Psychological Processes 1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1994We have never been modern 1979Reproduction in Education, Society and Culture 2014Fourth Generation Evaluation 1988Cognition in Practice 2014Learning by Expanding

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2008Cultural studies of science education 2002Lessons on and from the dihybrid cross: An activity–theoretical study of learning in coteaching 2005Implementing Coteaching and Cogenerative Dialoguing in Urban Science Education 2009A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education 2019Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach 2011The Co-Teaching Professorship: Power and Expertise in the Co-Taught Higher Education Classroom.

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