This book uses Vygotsky's cultural-historical theory to provide a unique theorisation of teachers' professional development as a practice. A practice can be described as the socially structured actions set up to produce a product or service aimed at meeting a collective human need. In this case, collaborative, interventionist work with teachers in two different Australian primary schools sought to simultaneously identify, understand and develop the necessary conditions for supporting the teachers' development as professionals. The in-depth analysis of this practice provides interesting...

This book uses Vygotsky's cultural-historical theory to provide a unique theorisation of teachers' professional development as a practice. A practice can be described as the socially structured actions set up to produce a product or service aimed at meeting a collective human need. In this case, collaborative, interventionist work with teachers in two different Australian primary schools sought to simultaneously identify, understand and develop the necessary conditions for supporting the teachers' development as professionals. The in-depth analysis of this practice provides interesting...