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| Content Provider | frontiers |
|---|---|
| Author | Guberman, Ainat Smith, Kari |
| Abstract | creation of new professional knowledge, as opposed to learners' acquisition of existing knowledge previously unknown to them. This special issue deals with expansive learning in teacher education. Engeström and Sannino (2020) describe four generations of cultural-historical activity theory. In its simplest form, activity is a culturally mediated action such as teaching. Second generation activity theory analyzes relatively durable systems such as schools, that are oriented toward a meaningful societal goal. Activity systems have norms, tools and division of labor. Two or more activity systems that have a partially shared object are the unit of analysis for third-generation activity theory. Partnerships between higher education institutions and schools in initial teacher education are an example. Finally, fourth-generation activity theory deals with large numbers of activity systems that jointly attempt to resolve global issues.Expansive learning involves a three-pronged change: transformed practices, novel theoretical conceptualizations, and an empowered sense of agency. Expansive learning is often a social, and not merely an individual change, and it transforms all aspects of the learning organizations' professional activity: its vision and goals, practices or products.Learning develops gradually in cyclical processes in the learning organizations' `proximal development zone' (Vygotsky, 1978). A new circle opens when existing, stable achievements which were formed in prev... |
| ISSN | 2504284X |
| DOI | 10.3389/feduc.2021.696965 |
| Volume Number | 6 |
| Journal | Frontiers in Education |
| Language | English |
| Publisher Date | 2021-07-07 |
| Access Restriction | Open |
| Subject Keyword | Teacher Education Expansive learning Teacher educators Professional Development Innovation |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education |
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