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

Güngör M. N., Güngör M. A.

EUROPEAN JOURNAL OF TEACHER EDUCATION, cilt.42, sa.1, ss.98-115, 2019 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 42 Sayı: 1
  • Basım Tarihi: 2019
  • Doi Numarası: 10.1080/02619768.2018.1545016
  • Dergi Adı: EUROPEAN JOURNAL OF TEACHER EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.98-115
  • Anahtar Kelimeler: Activity theory, sociocultural teacher education, pre-service teachers, collaborative teacher development, EDUCATION
  • Gazi Üniversitesi Adresli: Evet

Özet

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 Engestrom'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.