Contextualized by efforts to support arts integration in one of the largest school districts in the United States, this qualitative study examines the experiences of educators as they participate in various arts-centred forms of professional development. Drawing on the work of, the tenets of arts-centered learning, the authors use Mediated…

The study analyses the extent to which the sociological message transmitted by the teachers' pedagogic practice recontextualizes the official pedagogic discourse of the natural sciences curriculum for a Portuguese middle school. Theoretically, the study is based on theories of psychology (e.g. Vygotsky), epistemology (e.g. Ziman) and sociology,…