LEADER 04508oam 2200673I 450 001 9910781074103321 005 20230207231217.0 010 $a1-135-28155-6 010 $a1-135-28156-4 010 $a1-282-57195-8 010 $a9786612571954 010 $a0-203-86010-1 024 7 $a10.4324/9780203860106 035 $a(CKB)2550000000006717 035 $a(EBL)481024 035 $a(OCoLC)609691761 035 $a(SSID)ssj0000358571 035 $a(PQKBManifestationID)12102571 035 $a(PQKBTitleCode)TC0000358571 035 $a(PQKBWorkID)10378234 035 $a(PQKB)10065220 035 $a(MiAaPQ)EBC481024 035 $a(Au-PeEL)EBL481024 035 $a(CaPaEBR)ebr10370149 035 $a(CaONFJC)MIL257195 035 $a(OCoLC)609691761 035 $a(EXLCZ)992550000000006717 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCultural-historical perspectives on teacher education and development $elearning teaching /$fedited by Viv Ellis, Anne Edwards and Peter Smagorinsky 210 1$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (269 p.) 300 $aDescription based upon print version of record. 311 $a0-415-49759-0 311 $a0-415-49758-2 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Figures; Tables; Contributors; Acknowledgements; Chapter 1 Introduction; Part I The social situation of teacher development; Chapter 2 A Vygotskian analysis of the construction of setting in learning to teach; Chapter 3 What and how do student teachers learn from working in different social situations of development in the same school?; Chapter 4 Taking a sociocultural perspective on science teachers' knowledge; Chapter 5 How can Vygotsky and his legacy help us to understand and develop teacher education? 327 $aChapter 6 Categorising children: Pupil health and the broadening of responsibilities for the teaching professionPart II A cultural- historical methodological perspective; Chapter 7 Studying the process: of change The double stimulation strategy in teacher education research; Chapter 8 Investigating teacher language: A comparison of the relative strengths of Conversation Analysis and Critical Discourse Analysis as methods; Chapter 9 Learning to become a teacher: Participation across spheres for learning 327 $aChapter 10 Breaking out of a professional abstraction: The pupil as materialized object for trainee teachersPart III Cultural- historical designs for teacher education; Chapter 11 Deviations from the conventional: Contradictions as sources of change in teacher education; Chapter 12 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms; Chapter 13 When third space is more than the library: The complexities of theorising and learning to use family and community resources to teach elementary literacy and mathematics 327 $aChapter 14 Learning- for-teaching across educational boundaries: An activity- theoretical analysis of collaborative internship projects in initial teacher educationAfterword: CHAT and good teacher education; Index 330 $aTeachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils. Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher educ 606 $aTeachers$xIn-service training$vCross-cultural studies 606 $aTeaching$xSocial aspects$vCross-cultural studies 615 0$aTeachers$xIn-service training 615 0$aTeaching$xSocial aspects 676 $a370.71/55 701 $aEdwards$b Anne$f1946-$01509103 701 $aEllis$b Viv$f1965-$01509104 701 $aSmagorinsky$b Peter$01486415 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910781074103321 996 $aCultural-historical perspectives on teacher education and development$93740706 997 $aUNINA