Learning By Teaching: A Cultural Historical Perspective On A Teacher’s Development

Authors

  • Sue Gordon Faculty of Education and Social Work, University of Sydney
  • Kathleen Fittler Faculty of Education and Social Work, University of Sydney

DOI:

https://doi.org/10.7146/ocps.v6i2.2142

Keywords:

learning, teacher development, activity theory

Abstract

How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project.

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Published

2004-09-30

How to Cite

Gordon, S., & Fittler, K. (2004). Learning By Teaching: A Cultural Historical Perspective On A Teacher’s Development. Outlines. Critical Practice Studies, 6(2), 35–46. https://doi.org/10.7146/ocps.v6i2.2142

Issue

Section

Articles