The Development of Teaching Practice: A Working Hypothesis Based on Cultural-Historical Psychology

By Marc Clarà and Teresa Mauri.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

One of the most important challenges for teacher training and for teachers’ professional development is to achieve a clearer understanding of the relationship between teachers’ knowledge and their practices. Traditionally, this relationship has been conceptualized from a positivist epistemology, by means of what has been called “technical rationality”. However, the Cartesian dualistic epistemological essence of this conceptualization has been shown to be very problematic. Here we propose a working hypothesis aimed at conceptualizing the relationship between teachers’ knowledge and their practices from a dialectical Vygotskian epistemology. After introducing the constructs of situation and practical concept, the core of our hypothesis, we suggest two main implications for the research on teacher training and for teachers’ professional development. We propose that psychological research should pay more attention to the practice periods that teacher students spend in schools.

Keywords: Teaching Practice, Teacher Training, Teachers’ Professional Development, Practical Concepts, Situation, Cultural-Historical Psychology

The International Journal of Learning, Volume 16, Issue 7, pp.275-286. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.292MB).

Marc Clarà

Department of Developmental and Educational Psychology, University of Barcelona, Barcelona, Spain

Teresa Mauri

Department of Developmental and Educational Psychology, University of Barcelona, Barcelona, Spain


Reviews:

There are currently no reviews of this product.

Write a Review