Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting
An Activity Theory Analysis
Bibliographic Data
| ID | 11154151 |
|---|---|
| Authors | Paula Andrea García Montes (corresponding author), Juan Sebastián Martínez, Andrés Romero (0009-0001-7159-4104) |
| Year | 2022 |
| Volume | 27 |
| Issue | 1 |
| Pages | 105-124 |
| Publication date | 2022-02-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Íkala Revista de Lenguaje y Cultura (JOURNAL) |
| Journal identifiers | ISSN: 0123-3432 • E-ISSN: 2145-566X |
| Publisher | Universidad de Antioquia (PUBLISHER • CO) |
| DOI | 10.17533/udea.ikala.v27n1a06 |
| OpenAlex | W4212811028 |
| Language | EN |
| Citations received | 2 |
| References cited | 11 |
Teaching reforms, methods for teaching efl and institutional requirements present a significant number of contradictions in the activity system of efl pre-service teachers (pst). As novice practitioners, efl pst are exposed to these contradictions while engaging in new activity systems, particularly when learning to put theory into practice. Hence, this case study examines the contradictions that an efl pst, from a university in Córdoba, Colombia, faced when incorporating digital literacy practices (dlp) in her planning as a result of her interaction with the activity theory (at) elements. It also describes the shifts in agency that occurred when she was exposed to contradictory dynamics of teaching. The study involved the pst and a group of 35 students in 10th grade. Class observations and semi-structured interviews with the pst revealed contradictions in terms of mediating artifacts, objects, division of labor, and rules. They also indicated how the identified contradictions could form the basis for a shift in her teaching activity system. These results suggest teaching programs should not only concentrate on how much our students learn new strategies but also on how much they have acquired transferable skills for transforming their contexts. Keywords: Activity theory; contradictions; digital literacy practices; pre-service teachers; efl; teacher education
Activity Theory · Agency (philosophy · Case study research · Class (philosophy · Digital Literacy · Dynamics (music · Knowledge management · Literacy · Mathematics education · Pedagogy · Social science · Sociology · Computer Science · Digital literacy in education · E-Learning and Knowledge Management · Educational Innovations and Technology · Psychology
Social Linguistics and Literacies
Expansive Learning at Work
Reframing graduate student writing strategies from an Activity Theory perspective
Activity theory and individual and social transformation
Re/Making Identities in the Praxis of Urban Schooling
Using Activity Theory to Conceptualize Online Community and Using Online Community to Conceptualize Activity Theory
Category of Development as the Basis of Psychologicaland Pedagogical Research in Education
Using activity systems analysis to identify inner contradictions in teacher professional development
Learning as boundary-crossing in school–university partnership
Contradictions and Critical Praxis in Foreign Language Teachers’ Implementation of Reading to Learn
Using thematic analysis in psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |