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Positioning the individual teacher in school-based learning for inclusion
ARTICLE

TATE Volume 37, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper reports on a critical ethnographic case study investigating teacher learning in a primary school in South Africa. A qualitative research methodology within a cultural–historical activity theoretical (CHAT) framework was employed. The learning trajectories of two teachers are presented spawning questions on how the empirical relationship between individual (teacher) and social (school as system) could be represented within CHAT. It is possible to argue theoretically for an agentive positioning for the two teachers allowing for the possibility that elements of this project will be sustained.

Citation

Oswald, M. (2014). Positioning the individual teacher in school-based learning for inclusion. Teaching and Teacher Education: An International Journal of Research and Studies, 37(1), 1-10. Elsevier Ltd. Retrieved May 29, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.08.002

Keywords