Reference : Learning-for-teaching across educational boundaries: An activity-theoretical analysis...
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/17526
Learning-for-teaching across educational boundaries: An activity-theoretical analysis of collaborative internship projects in initial teacher education
English
Max, Charles mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
2010
Cultural historical perspectives on teacher education and development: learning teaching. Learning teaching
Ellis, Viv
Edwards, Anne
Smagorinsky, Peter
Routledge
212- 240
Yes
9780415497596
Milton Park Abingdon Oxon, New York
[en] activity theory ; teacher education ; boundary crossing
[en] The innovative Initial Teacher Education (ITE) programme at the University of Luxembourg strives to interrelate academic concerns with school activities through joint learning spaces where students, academic tutor and internship teacher collaborate and create shared practices with regard to the core learning object of the semester.
Conceived as a boundary crossing research assignment, the “Collaborative Classroom Inquiry” (CCI) mediates learning and development within and beyond this boundary zone. As an educational tool, the CCI crosses institutional boundaries and generates contradictions among the collaborating partners, which may be seen as a promising starting point for creating mutually relevant practices within and beyond this joint learning space, but also bearing considerable potential for breakdowns of further collaborations. The present paper scrutinises the innovative potential of the CCI for generating change and development among the interacting partners through
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/17526

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