32. Empirical field
• Future Teacher E-ducation Lab
• initial teacher education programs at University of Lisbon in the areas
of Biology, Informatics, Mathematics, Physics, Economy, and at Lisbon
School of Education (ESE)
Theoretical field
• TPACK
• Activity Theory (Y. Engeström) & Situated Learning CoP (Lave & Wenger)
33. Method
• video-recording of:
• phase of planning and production of the Learning Scenario (at IE)
• phase of implementing the scenario (at a secondary school)
• interview to the student-teacher and pupils
• analysis using Activity Theory framework
• phase of planning
• unit of analysis:
• the school system of activity
34. Key dimensions present in the analysis of the
activity
• a systemic structure
• a contextual phenomenon
• the dynamic character of contradictions
52. Prodution of learning scenario
the student-teaher defines the constitutive elements:
• the narrative
• the learning objectives
• the methodology to be used
• the strategies to be implemented
• the resources to be used
• the roles and responsibilities for teacher and pupils
• the regulation and assessment strategies
60. key elements for analysis (Activity Theory framework)
(i) the organizational design of the environment where the activities
will run (e.g. material requirements, timeline, physical artefacts)
(ii) roles and actors’ responsibilities, anticipated actions, organization
of the collective activity, forms of interaction and communication
(iii) the architecture of action including the narrative of the events that
will arise, work strategies, working sheets
(iv) reflection and regulation including process of reification of the
learned, monitoring, critical evaluation forms, products.
61. General model of Activity Theory applied to the context of the study
62.
63. Key result 1
• Use of technology in innovative learning spaces, combined
with learning scenarios to create digital habitats, offers
opportunities
• to design new forms of activity that lead student-teachers to
reflection and
• to open paths to a design mindset to represent and develop tasks
and work processes for desired learning outcomes
64. Key result 2
• Learning scenarios constitute a powerful idea that becomes a
tool for
• teachers to design, implement and assess their pedagogical practice
• assuming pupils as responsible and key actors in the process of
education
• Teacher educators’ engagement in the process of design
innovative forms of training activity
• valuing the construction of learning scenarios is crucial to the success
of induction of student-teachers in the pedagogical practice