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Second Reflection. (Part 1)

A. Introduction

To my understanding, this study reporting a case study of an elementary school teacher (Tracy), moving from her 

university teacher education program into her first full time job teaching. The authors trying to analyzed her 

conceptualization of teaching as she moved from the university programme to the real life of teaching using theactivity theory.

1) The main purpose of the text is to :

a. Understand of a first year teacher (Tracy) experiences in appropriating the concept of constructivism 

particularly given not in a consistent (not agreeing) manner in which she experienced it in her university

course comparing to full time job.

b. Understand in what ways constructivism defined in the different settings in which she (Tracy) learned to

teach. For this study, settings are referred to her university program, the multiple sites of her field

experiences and student teaching and the site of her first job.

c. Understand how did Tracy’s activity in the key settings of teacher education affect the degree to which

she appropriated constructivism as a concept.

2) The key problem the researcher is addressing:

(What is the main problem or issue the author is trying to solve or address? Why is this important? What is the

background?)

The main problem or issue the author is trying to address is how her conceptualization of teaching as she moved

through the key settings of her university program where she moved from the formal environment of the university to the

practical environment of the schools.

Background

Novice teacher or early-careers teachers always in the uncertainty on what best practices in term of teaching and

learning. As for this study, how to develop constructivist approach to teaching she learned in the education programme

in university to the actual situation in the classroom.

3) Is the justification given for doing this study clear and convincing?

The justifications given are clear and convincing with a few studies given. It’s worth researching since Tracy stor y will be

familiar to those who work with pre-service teachers trying to learn new concepts about teaching, particularly when

schools and universities lack congruence in their goals for schooling. Usually early career teachers often abandon the

teaching practices emphasized in university and gravitate to the values of the schools.

B. Review of Literature

1) What are the key theories, concepts, ideas and research cited in this study?

 Activity theory by Vygotsky (1978, 1987) helps researchers to explain the ways in which early career teachers negotiatethe transition from the context of the university program to full time teaching in school systems. Activity Theory

emphasized the settings of human development and the goals, tools and social practices that guide action within them.

- Concept, complexes and pseudoconcepts.

2) How is theory used in this study?

(Is the theory being used in a meaningful way? How will the study contribute to theory building? How will theory guide

this study?)

Vygotsky’s theory is used this study by analysing Tracy’s developing conceptions of teaching.

3) What are past studies done in this area? And how does this study add to existing research literature?

(How is this study framed? Is the literature review a critique or simply a summary; is it relevant; does it appear accurateand sufficiently comprehensive? )

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Part 2.

C. Methodology

1) What research method does the researcher use to address the problem? What is the overall research

design?

Qualitative research method is used in this study where focus group interviews were conducted on the mathematics,science and English participating teachers. Reflections from the mentor from three main group were recorded . Both theinterview data and reflections were analysed according to the categories derived from the framework of this study.

2) Identify and explain the following:

research sample and sampling procedure

- 20 teachers from five smart schools.

data collection procedures

- group interviews and transcript from the reflections from the mentor from three group.

instrumentation

-interviews/reflections

data analysis technique-Both data from group interviews and reflections were analysed according to the categories derived from the frameworkof this study where adopted from the Brinkerhoff’s (2006) model.

validity and reliability / trustworthiness approaches-

ethical aspects and issues(Is the explanation clear enough for somebody else to have a good idea how a similar study can be done?)

D. Findings and discussion

2) The main results and findings are:

It is apparent from the findings that teachers involved in the study faced several barriers in adopting the online toolsemployed in the eCPDelT project. The tools themselves, especially the ViP, were hindrances, which might have actuallycontributed to teachers’ reluctance to adopt ICT. It appeared that some of the   participants were ‘frustrated’ that theactivities were not helping them enough. It was obvious that the teachers did not find the ViP user friendly. Hence, itshould be replaced with a tool that is less complicated and easier to manoeuvre. TheViP is more suitable for advancedlearners who possess intermediate computer knowledge and skills. The 20 teachers in this study were definitely notready for it.

3) What are the implications?

4) The most important ideas and/or arguments in this article is:

5) Are there any major assumption(s) underlying the author’s thinking? 

(What is the author taking for granted [that might be questioned]). Assumptions are general statements that the author 

does not think he has to defend in his paper, and they are usually unstated.)