Part of the assignment: student–teachers’ planning instruction within/across activity systems
Part of the assignment: student–teachers’ planning instruction within/across activity systems
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作业的一部分：学生-教师在活动系统内/跨活动系统的规划指导
作者：
Charlotte L. Land;J. Rubin
摘要：本研究密切关注课程计划作为中介工具，考察职前教师学习。通过使用活动理论分析课程计划和学生教学课程中收集的其他数据，我们发现了大学教师教育计划和中学实地实习背景内/跨背景的紧张关系。本研究有助于进一步了解新教师如何学会适应教学类型，并探讨大学预科课程与中学环境之间的矛盾。研究结果提供了学生-教师课程计划的说明，并解释了这些计划的中断如何提供了对紧张点的洞察。通过将这些紧张关系视为活动系统内部/跨活动系统的矛盾，我们将其视为更好地理解教师学习的机会，以及我们可能支持新教师在课堂和学校中应对紧张关系的方式。
ABSTRACT Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education program and secondary school field placements. This study serves to further understandings of how new teachers learn to appropriate the genres of teaching and to explore contradictions between a university preparation program and secondary school contexts. Findings provide an account of the student–teachers’ lesson planning and an explanation of how disruptions in those plans provided insight into points of tension. By viewing these tensions as contradictions within/across activity systems, we identify them as opportunities to better understand teacher learning and ways we might support new teachers in navigating tensions in their classrooms and schools.