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

• Published in: Teaching and teacher education Vol. 145; p. 104635
• Main Authors: Adler, Idit, Akad, Islam
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.07.2024
• Subjects: Contradictions; Cultural-historical activity theory (CHAT); Formative intervention; Mediating tools; Teacher beliefs; Transformative agency; Contradictions; Formative intervention; Transformative agency; Teacher beliefs; Mediating tools; Cultural-historical activity theory (CHAT)
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2024.104635

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. •Three patterns of shifts in teachers' beliefs based on different learning processes.•Shifts in teachers' beliefs corresponded to the contradictions and tensions they experienced.•Teachers appropriated different tools based on the tool's ability to mitigate the contradictions.