Exploring contextual factors shaping teacher collaborative learning in a paired-placement

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This paper examines contextual factors shaping teacher learning in a paired-placement teaching practicum in Vietnam. The study draws on third generation activity theory and Vygotsky's concepts of mediation and genetic method to conceptualise ‘context’ and how context shapes learning. Multi-layered forces were found to shape the pre-service teachers’ learning to teach in their paired-placement. These forces include the teachers’ prior experience, the shift to unconventional teaching, the teacher education programmatic features, and other sociocultural aspects. Beyond reporting the contextual factors influencing teacher learning, the study offers a novel approach to conceptualising and contextualising teacher learning in such collaborative settings.

Original languageEnglish
Pages (from-to)316-329
Number of pages14
JournalTeaching and Teacher Education
Volume67
DOIs
Publication statusPublished - 2017

Keywords

  • Contextual factor
  • Paired-placement
  • Sociocultural activity theory
  • Teacher collaboration
  • Teacher learning
  • Vietnam
  • Vygotsky

Cite this

@article{d207c3d9981a4cd0afd1e1d46f4e5dea,
title = "Exploring contextual factors shaping teacher collaborative learning in a paired-placement",
abstract = "This paper examines contextual factors shaping teacher learning in a paired-placement teaching practicum in Vietnam. The study draws on third generation activity theory and Vygotsky's concepts of mediation and genetic method to conceptualise ‘context’ and how context shapes learning. Multi-layered forces were found to shape the pre-service teachers’ learning to teach in their paired-placement. These forces include the teachers’ prior experience, the shift to unconventional teaching, the teacher education programmatic features, and other sociocultural aspects. Beyond reporting the contextual factors influencing teacher learning, the study offers a novel approach to conceptualising and contextualising teacher learning in such collaborative settings.",
keywords = "Contextual factor, Paired-placement, Sociocultural activity theory, Teacher collaboration, Teacher learning, Vietnam, Vygotsky",
author = "Dang, {Thi Kim Anh}",
year = "2017",
doi = "10.1016/j.tate.2017.06.008",
language = "English",
volume = "67",
pages = "316--329",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier",

}

Exploring contextual factors shaping teacher collaborative learning in a paired-placement. / Dang, Thi Kim Anh.

In: Teaching and Teacher Education, Vol. 67, 2017, p. 316-329.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Exploring contextual factors shaping teacher collaborative learning in a paired-placement

AU - Dang, Thi Kim Anh

PY - 2017

Y1 - 2017

N2 - This paper examines contextual factors shaping teacher learning in a paired-placement teaching practicum in Vietnam. The study draws on third generation activity theory and Vygotsky's concepts of mediation and genetic method to conceptualise ‘context’ and how context shapes learning. Multi-layered forces were found to shape the pre-service teachers’ learning to teach in their paired-placement. These forces include the teachers’ prior experience, the shift to unconventional teaching, the teacher education programmatic features, and other sociocultural aspects. Beyond reporting the contextual factors influencing teacher learning, the study offers a novel approach to conceptualising and contextualising teacher learning in such collaborative settings.

AB - This paper examines contextual factors shaping teacher learning in a paired-placement teaching practicum in Vietnam. The study draws on third generation activity theory and Vygotsky's concepts of mediation and genetic method to conceptualise ‘context’ and how context shapes learning. Multi-layered forces were found to shape the pre-service teachers’ learning to teach in their paired-placement. These forces include the teachers’ prior experience, the shift to unconventional teaching, the teacher education programmatic features, and other sociocultural aspects. Beyond reporting the contextual factors influencing teacher learning, the study offers a novel approach to conceptualising and contextualising teacher learning in such collaborative settings.

KW - Contextual factor

KW - Paired-placement

KW - Sociocultural activity theory

KW - Teacher collaboration

KW - Teacher learning

KW - Vietnam

KW - Vygotsky

UR - http://www.scopus.com/inward/record.url?scp=85023200985&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2017.06.008

DO - 10.1016/j.tate.2017.06.008

M3 - Article

VL - 67

SP - 316

EP - 329

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

ER -