New roles for science teachers: A cultural-historical activity theory intervention to support education for health, wellbeing, and citizenship

Idit Adler, Islam Akad

Research output: Contribution to journalArticlepeer-review

Abstract

For formal education to play a significant role in efforts for sustainable development, teachers must assume new roles, transform their beliefs about the essence of teaching and learning, and implement innovative pedagogies. Through a multiple-case study methodology, three patterns of shifts were identified in the beliefs of twelve high-school biology teachers who participated in a cultural-historical activity theory intervention aimed at supporting their transformative agency. These patterns corresponded with the tensions the teachers experienced and the mediating tools appropriated. These results highlight the role of contradictions and mediating tools when aiming for educational reforms to support health, well-being, and citizenship.

Original languageEnglish
Article number104635
JournalTeaching and Teacher Education
Volume145
DOIs
StatePublished - Jul 2024
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2024 Elsevier Ltd

Keywords

  • Contradictions
  • Cultural-historical activity theory (CHAT)
  • Formative intervention
  • Mediating tools
  • Teacher beliefs
  • Transformative agency

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