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ERIC Number: ED491495
Record Type: Non-Journal
Publication Date: 2006-Apr-11
Pages: 35
Abstractor: Author
Using Activity Theory to Identify Contradictions and Tensions in Teacher Professional Development
Yamagata-Lynch, Lisa C.; Haudenschild, Michael
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (AERA) (San Francisco, CA, 2006)
This study examined social structures that complicate teacher professional development within the context of university and school partnerships in a Western state. Semi-structured interview with participants was the primary data source for conducting an activity systems analysis comparing teacher professional development activities with school district and university professional development activities. The findings of the study indicate that teachers' motivation and goals for participating in professional development are not in alignment with their school district and universities that make partnership agreements and provide teachers with professional development. This misalignment contributes to various sources of tensions that can become an obstacle for teachers to improve their classroom practices through curricular-based interventions. (Contains 4 figures and 2 tables.) [This project was made possible through the University of Utah, University Research Committee Faculty Research and Creative Grant.]
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A