Pre-service English language teachers' collaborative development: the emergence of research, rehearsal and reflection (3R) model from an activity theory perspective. Issue 1 (1st January 2019)

• Record Type: Journal Article
• Authors: Güngör, Müzeyyen Nazlı; Güngör, Mustafa Akın
• Is Part Of: European journal of teacher education. Volume 42:Issue 1(2019)
• Page Start: 98
• Page End: 115
• Publication Date: 2019-01-01
• Subjects: Activity theory -- sociocultural teacher education -- pre-service teachers -- collaborative teacher development; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2018.1545016
• Languages: English
• ISSNs: 0261-9768

Abstract

ABSTRACT: This study aims to understand how pre-service teachers' activities shape (and are shaped) by the norms of schooling embedded in the national educational system from an activity theory lens. The data are obtained from video-recordings and bi-weekly reflective journals in microteaching sessions, lesson plans, classroom observations, and post feedback sessions. The analysis points to the stages, micro- and macro-networking levels that lead to the collaborative teacher development, and the emergence of a model in the growth of pre-service teachers. Overall, it is found that the development of pre-service teachers depends largely on the norms of schooling embedded in the national curriculum and the nature of training they received at undergraduate level. The paper concludes by confirming Engeström's statement that understanding the evolution and historical change of pre-service teacher education in a special context might help investigate how activities change, develop, and interconnect with social and material structures.