Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching by Viv EllisCultural-Historical Perspectives on Teacher Education and Development: Learning Teaching by Viv Ellis

Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching

EditorViv Ellis, Anne Edwards, Peter Smagorinsky

Hardcover | February 24, 2010

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Teachers, 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 Developmentis an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning. This book:

  • demonstrates the contribution of sociocultural and cultural-historical activity theory (CHAT) towards our understandings of teacher learning
  • offers a strong exemplification of a research focus on teachers as learners in specific sociocultural settings
  • shows what teachers learn, how they learn and where they learn, using specific research examples, in the context of broader interests in the development of professional practice and professional education.

As the only volume now available that applies CHAT principles to teacher education and learning,Cultural-Historical Perspectives on Teacher Education and Developmentwill be highly useful for teachers and teacher educators undertaking postgraduate and doctoral studies, particularly in the area of professional learning and development. It will also be of relevance to the continuing development of teachers and other school-based professionals.

Viv Ellisis University Lecturer in Educational Studies at the University of Oxford, UK.Anne Edwardsis Professor of Education in the Department of Education at the University of Oxford, UK, and a Visiting Professor at the University of Oslo, Norway.Peter Smagorinskyis Professor of English Education at the University of Georgia, USA.
Title:Cultural-Historical Perspectives on Teacher Education and Development: Learning TeachingFormat:HardcoverDimensions:272 pages, 9.21 × 6.14 × 0.8 inPublished:February 24, 2010Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415497582

ISBN - 13:9780415497589

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Table of Contents

Acknowledgements  List of contributors  1. IntroductionViv Ellis, Anne Edwards & Peter Smagorinsky PART I: THE SOCIAL SITUATION OF TEACHER DEVELOPMENT  2. A Vygotskian analysis of the construction of setting in learning to teachPeter Smagorinsky  3. What and how do student teachers learn from working in different social situations of development in the same schoool?Alaster Douglas 4. Taking a sociocultural perspective on science teachers' knowledgeJane McNicholl and Ann Childs  5. How can Vygotsky and his legacy help us to understand and develop teacher education?Anne Edwards  6. From instructing pupils to coaching children: Pupil health and the broadening of responsibilities for the teacher professionEva Hj'rne, Pernilla Larsson and Roger S'' PART II: A CULTURAL-HISTORICAL METHODOLOGICAL PERSPECTIVE  7. Studying the process of change: The double stimulation strategy in teacher education researchViv Ellis  8. Investigating teacher language: A comparison of the relative strengths of conversation analysis and critical discourse analysis as methodsGill Boag-Munroe  9. Learning to become a teacher: Participation across spheres for learningCecilie Flo Jahreie and Eli Ottesen  10. Breaking out of a professional abstraction: The pupil as materialized object for trainee teachersAnnalisa Sannino PART III: CULTURAL-HISTORICAL DESIGNS FOR TEACHER EDUCATION  11. Deviations from the conventional: Contradictions as sources of change in teacher educationThur'r J'hannsd'ttir  12. 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reformsYongcan Liu and Linda Fisher  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 mathematicsLori A. Norton-Meier and Corey Drake  14. Learning-for-teaching across educational boundaries: An activity-theoretical analysis of collaborative internship projects in initial teacher educationCharles Max  Afterword: CHAT and good teacher educationWillem Wardekker