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Appropriating conceptual and pedagogical tools for teaching English: A conceptual framework for studying professional development


This paper proposes that activity theory provides a useful framework for studying the conceptual development of teachers, particularly English/language arts teachers. Activity theory shifts attention to the social and cultural factors that mediate development in particular contexts, thus allowing an understanding of how particular preservice and inservice environments guide early-career teachers toward particular beliefs and practices about teaching and learning.

  • Author/Creator: Grossman, Pamela L., Smagorinsky, Peter, Valencia, Sheila
  • Author's address: National Research Center on English Learning and Achievement University at Albany, State University of New York 1400 Washington Avenue, Albany, NY 12222
  • ISBN: Report Series 12011
  • Publisher: National Research Center on English Learning & Achievement (CELA)
  • Year: 1999

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