Becoming a member of a school community while working toward science education reform: Teacher induction from a cultural historical activity theory (CHAT) perspective

@article{Saka2009BecomingAM,
  title={Becoming a member of a school community while working toward science education reform: Teacher induction from a cultural historical activity theory (CHAT) perspective},
  author={Yavuz Saka and S. Southerland and J. Brooks},
  journal={Science Education},
  year={2009},
  volume={93},
  pages={996-1025}
}
  • Yavuz Saka, S. Southerland, J. Brooks
  • Published 2009
  • Sociology
  • Science Education
    • The first years of teaching can be demanding, as the novice works to gain familiarity with many aspects of professional work. Often, what they have been prepared to do in teacher education programs is not aligned with what is expected at them in schools. As a consequence, many teachers leave the profession or move away from the reform-minded practice emphasized in their preparation as they accept the norms of their new community of practice. Using cultural historical activity theory, this… CONTINUE READING
    View via Publisher
    78 Citations
    Highly Influential Citations
    5
    Background Citations
    22
    Methods Citations
    2
    Results Citations
    1
    78 Citations
    Citation Type

    Citation Type

    Understanding the Induction of a Science Teacher: The Interaction of Identity and Context
    • 55
    Analyzing the Growth of a Pre-Service Science Teacher Community through the Lens of Cultural Historical Activity Theory: The Case of a Three-Year Voluntary Science Teaching Program
    • PDF
    Science Teachers’ Cultural Beliefs and Diversities: A Sociocultural Perspective to Science Education
    • 1
    From student to newly qualified teacher : a study of beginning teacher's training experience and how this impacts on practice
    • PDF
    Becoming a teacher of early reading : an activity systems analysis of the journey from student to newly qualified teacher
    • PDF
    Teaching as Assemblage
    • 41
    • PDF
    Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners.
    • 11
    TEACHERS' INSTRUCTIONAL GOALS FOR SCIENCE PRACTICE: IDENTIFYING KNOWLEDGE GAPS USING CULTURAL-HISTORICAL ACTIVITY THEORY (CHAT)
    • 2
    • Highly Influenced
    Closing the Experience Gap: The Influence of an Immersed Methods Course in Science
    • Highly Influenced
    Learning from a State Professional Development Conference for Science Teachers: Beginning Secondary Science Teachers’ Experiences

    References

    SHOWING 1-10 OF 43 REFERENCES
    Learning from students, inquiry into practice, and participation in professional communities: Beginning teachers' uneven progress toward equitable science teaching
    • 83
    The impact of early life history on teachers' beliefs: In-school and out-of-school experiences as learners and knowers of science
    • 86
    Teachers' Perceptions of Policy Influences on Science Instruction with Culturally and Linguistically Diverse Elementary Students.
    • 51
    Learning to Teach Science as Inquiry in the Rough and Tumble of Practice
    • 558
    Preservice Teachers Becoming Agents of Change
    • 135
    Educating prospective teachers of biology : Findings, limitations, and recommendations
    • 120
    What makes an inquiry‐oriented science teacher? The influence of learning histories on student teacher role identity and practice
    • 224
    Perceived Problems of Beginning Teachers
    • 1,738
    Brokering at the Boundary: A Prospective Science Teacher Engages Students in Inquiry
    • 45
    Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice
    • 117