By Alaster Scott Douglas (auth.)
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Extra info for Student Teachers in School Practice: An Analysis of Learning Opportunities
Therefore, experienced teachers help student teachers interpret and respond to events by sharing their expertise and local knowledge ‘and the reasoning behind their actions’ (Skinner, 2010, p. 281). , 2010), and therefore highlights the importance of school practice in teacher preparation. The next chapter elaborates on the idea of a sociocultural pedagogy and outlines the cultural historical activity theory framework for considering student teacher learning opportunities in their school practice.
In conclusion, Donnelly can all but acknowledge that ‘departments are very distinctive working environments’ (ibid. 271). Styles of leadership are examined by Busher and Blease (2000) who studied eight secondary school science departments for the way they work with their science technicians. Effective leadership is characterised as balancing formal organisational structures (roles, responsibilities and accountability) against people-oriented values (a respect for staff as individuals and openly acknowledging shared values of the purpose of teaching science).
The tool is therefore being used instrumentally and acts as a rule in the activity, and does not work on its intended object. A lack of theoretical resources and historical understanding of the tool’s purpose may be apparent if this is the case. In the process of transformation, tools leave traces of their past use which might determine how they are used in the future. Such traces may be expressed as rules, which guide how the tool is used (Boag-Munroe, 2006, p. 82). Engeström (2000) defines rules as being either explicit or implicit rules, regulations, norms and conventions that constrain actions and interactions within the activity system.
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