The Appropriation of Activity Theory in Studies on Natural Science Teachers’ Initial Training
DOI:
https://doi.org/10.35819/tear.v13.n1.a6943Abstract
To highlight how Activity Theory has been used in research focused on the initial training of natural sciences teachers, a systematic literature review was carried out using the Buscad tool. The corpus of 14 documents was imported into the Atlas.ti software and analyzed, based on content analysis, to highlight the role of theory in the investigations; fundamental concepts; references, methodologies and data collection instruments; limitations; contributions of the theory to the field; and possibilities for future studies. It was possible to see that Activity Theory was used to direct the data analysis process in all the documents, but that only two considered it when planning teaching interventions. The main concepts used were activity systems, main activity, study activity and activity structure, which were found in all the documents. From the excerpts related to the components of the activity, we highlight the need to better characterize them within the field due to the differences found between the works analyzed. In terms of references and data collection instruments, it was possible to point to a diversity of possibilities, although we would stress the need for theoretical-methodological coherence and relevance to the research context. The main difficulty was investigating the actions of undergraduates in the internship fields. Finally, we suggest that Activity Theory has the potential to understand teaching activity and the activity of undergraduate students as a way of qualifying the initial training of natural sciences teachers.
Keywords: Under graduation degree. Teacher training. Activity. Historical-cultural Theory.
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