Activity theory and individual and social transformation

L'Enseignement de la Danse: une voie complémentaire pour la formation contemporaine de l'acteur

“…Estud. Presença, Porto Alegre, v. 7, n. (Dewey, 2005;Sévigny, 2003) ainsi que sur la théorie de l'activité (Engeström, 1987;1999 (Lecoq, 1997, p. 12), le concept d'expérience est au coeur de la formation de l'acteur, de même que cette étude. L'apprenant-acteur, durant sa formation et au-delà de celle-ci, est "[...] à la fois sujet et objet, cause et fin, matière et instrument, sa création, c'est lui-même" (Copeau, 1995, p. 19 (Boucher, 1996, p. 36).…”

“…En m'appuyant sur le concept d'expérience (Dewey, 2005) et la théorie de l'activité (Engeström, 1987;1999), j'ai approfondi la manière dont ce cours amène les apprenants-acteurs à s'ouvrir à leur propre corps, à mettre en scène une écriture corporelle, à développer une conscience croisée, à confronter des défis personnels au regard du travail corporel ainsi qu'à accepter la vulnérabilité de leur corps dans l'expression artistique. (Engeström, 1987;1999), I studied how this class leads students to open themselves to their own bodies, to create a corporal writing, to develop internal and external conscienceness, to confront personal challenges related to the corporal work and to accept the vulnerability of their bodies in artistic expression. Keywords: Physical Work.…”

“…RESUMO -O Ensino da Dança: uma via complementar para a formação contemporânea do ator -Esta pesquisa qualitativa interpretativa tem como objetivo compreender a formação corporal ministrada por Mélanie Demers, artista convidada para ministrar o curso Dança para atores no inverno de 2014 na École supérieure de théâtre da Université du Québec à Montréal. Com base no conceito de experiência (Dewey, 2005) e na teoria da atividade (Engeström, 1987;1999), estuda-se a forma como esse curso conduz os alunos-atores a uma abertura a seus próprios corpos, a encenar uma escrita corporal, a desenvolver uma consciência cruzada, a enfrentar desafios pessoais em relação ao trabalho corporal e a aceitar a vulnerabilidade de seus corpos na expressão artística. Palavras-chave: Trabalho de Corpo.…”

An Activity Theory-Based Analytic Framework for the Study of Discourse in Science Classrooms

“…From this perspective, meaning is (co) constructed and shared among students and teachers in specific social contexts, affording particular possibilities and constraints, which include the material and psychological conditions (e.g., the instruments available, the sign systems shared among individuals), motives, goals, roles and situated identities, division of labor, and outcomes. These are components of what Yrjö Engeström (1999) has called an activity system, a unit of analysis proposed by Cultural Historical Activity Theory that has its roots in Soviet psychology, mainly in Lev Vygotsky (1986) and Aleksei Leont'ev works (1978). Leont'ev (1978) claims that internal and external activities have similar structure.…”

Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching

“…Thus, their further analysis turned to Activity Theory to account for issues and tensions related to differing perspectives revealed in the research (Jaworski and Potari 2009). Activity theory (Leont'ev 1978(Leont'ev , 1979Engeström 1999) has been found especially valuable in in making sense of complex issues and tensions in professional development relationships (e.g., Jaworski and Goodchild 2006;Potari et al 2010) Recent research has considered learning and development within communities in which the learning of individual members of a community, students, teachers and teacher educators, has been addressed through more participatory perspectives captured in a growing volume of published works including an ICMI study volume (Even and Ball 2008), a volume of an international handbook (Krainer and Wood 2008) a volume of papers deriving from presentations at ICME XI in Mexico (Bednarz et al 2011) and a Special Issue of the Journal of Mathematics Teacher Education (JMTE, 2010,13.5 and 13.6). The JMTE special issue on mathematics teacher and mathematics teacher educator change demonstrates the power of a range of theoretical perspectives in investigating teacher and teacher educator change (Goos and Geiger 2010).…”