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An Activity Theory View on Learning Studies

Mosvold, Reidar; Bjuland, Raymond
Journal article, Peer reviewed
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URI
http://hdl.handle.net/11250/185531
Date
2011-11
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  • Vitenskapelige publikasjoner (HF-IGIS) [71]
Original version
Mosvold, R., Bjuland, R. (2009) An Activity Theory View on Learning Studies. International Journal of Early Childhood, 43(3), pp. 261-275   0.1007/s13158-011-0048-4
Abstract
Learning study has been used by many to develop exemplary teaching in school, and this approach has recently been adopted for use in kindergarten as well. When using such approaches in different settings than they were intended for, several challenges potentially arise. This article discusses the implementation of a learning study approach in a Norwegian kindergarten setting and employs activity theory as a framework for this theoretically based analysis. Several potential limitations of the approach are discussed and suggestions for further development are made. Differences between the learning culture of Norwegian kindergartens and, in particular, the view on learning in the theoretical framework of learning studies is emphasized.
Description
The final publication is available at www.springerlink.com.
Publisher
Springer
Journal
International Journal of Early Childhood

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