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School change and educational reform: how activity theory could respond to Sarason's insights
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-8382-3197
2016 (English)In: Da Investigação às Práticas, ISSN 2182-1372, Vol. 6, no 2, 25-38 p.Article in journal (Refereed) Published
Abstract [en]

Three perspectives are brought together in this paper, towards recognising the centrality of participant agency in school change and educational reform. First, observations made by Sarason in relation to school change and educational reform. Second, Engeström's activity theory based interventionist methodology, which seeks recognition of agency in the conduct of local interventions. Finally an empirical case of teacher-researcher collaboration and project based intervention at a Grade four mathematics classroom in Sweden. Herein lies the possibility of viewing school change and educational reform in terms of students' interests and teacher agency within classroom interventions.

Abstract [pt]

Este artigo aborda três perspetivas no sentido de reconhecer a centralidade da agência participante na mudança da escola e da reforma educacional. Primeiro, observações feitas por Sarason em relação à mudança da escola e à reforma educacional. Em seguida, a metodologia intervencionista baseada na teoria da atividade de Engeström, visando o reconhecimento da agência na condução de intervenções locais. Finalmente, um caso empírico de colaboração entre a investigadora e a professora num projeto de intervenção numa aula de Matemática de 4.o ano na Suécia. Aqui encontra-se a possibilidade de ver a mudança da escola e a reforma educacional em termos dos interesses dos alunos e da agência da professora no âmbito das intervenções na sala de aula.

Abstract [fr]

Trois perspectives sont réunies dans cet article visant à reconnaître la centralité de l'agence participant au changement de l'école et à la réforme de l'éducation. Tout d'abord, les observations faites par Sarason sur le changement de l'école et la réforme de l'éducation. Deuxièmement, la méthode interventionniste basée sur la théorie de l'activité de Engeström, qui cherche la reconnaissance de l'agence dans la conduite des interventions locales. Enfin, un cas empirique de collaboration enseignant-chercheur dans un projet d'intervention en cours de mathématiques de quatrième année, en Suède. Là réside la possibilité de voir le changement de l'école et la réforme de l'éducation en termes d‟intérêts des étudiants et de l'agence de l'enseignant au sein des interventions en classe.

Place, publisher, year, edition, pages
Lisbon: Portugal, 2016. Vol. 6, no 2, 25-38 p.
Keyword [en]
school change, educational reform, activity theory, formative intervention, agency
National Category
Other Mathematics Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-112308OAI: oai:DiVA.org:umu-112308DiVA: diva2:876764
Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2017-03-10Bibliographically approved

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