Activity theory

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  • Publicado : 15 de julio de 2010
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Learning how to teach English in the Chilean context
RESEARCH AIM RESEARCH QUESTION SECONDARY RESEARCH QUESTIONS RESEARCH OBJECTIVES METHODOLOGY METHODS
This research seeks to explore English as aforeign language teacher education in Chile. This study will illuminate the activity of learning how to teach EFL in Chile.
How do pre-service teachers engage in the activity of learning how toteach English in the Chilean context?
1. How has the activity of learning how to teach EFL changed in Chile?
1.Analyse the cultural-historical origins of EFL teacher education in Chile
This is aqualitative research which will explore EFL teacher education in Chile. I will use Activity theory as a heuristic “to understand the relationship between human mental functioning on the one hand, andcultural, historical, and institutional setting, on the other” (Wertsch, 1995, p. 56). I will delineate the activity of learning how to teach EFL, identify the activity setting, the motive of theactivity, sociocultural history of the activity settings, and the activity’s boundaries.
Engestrom et al have developed a methodology: Developmental work research based on the expansive learning cycle asan interventionist methodology. This methodology consists of six steps.

Meyers, E.M. (2007)
This study will not have an interventionist impact. Therefore I will not use the developmental workresearch methodology. The use of activity theory will be restricted to a framework that has considerable potential to develop an exploration of how student teachers’ engage in the learning of how toteach EFL.
1. First I will delineate the activity of learning how to teach EFL, identify the activity setting, the motive of the activity, sociocultural history of the activity settings, and theactivity’s boundaries
2. I will analyse the contradictions, I will use the triangle tools proposed by Engestrom to portray contradictions.
3. I will make these contradictions visible to the participants?...
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