NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ886705
Record Type: Journal
Publication Date: 2010-Aug
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Making Sense of Conceptual Tools in Student-Generated Cases: Student Teachers' Problem-Solving Processes
Jahreie, Cecilie Flo
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n6 p1229-1237 Aug 2010
This article examines the way student teachers make sense of conceptual tools when writing cases. In order to understand the problem-solving process, an analysis of the interactions is conducted. The findings show that transforming practical experiences into theoretical reflection is not a straightforward matter. To be able to elaborate on the task it is crucial to make meaning of the tools. It is demonstrated that the institutional practices, rules and expectations must be explicit for the students. The overall aim is to demonstrate that activity theory can enhance our understanding of the interdependence between activity, task and mediating tools. (Contains 4 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A