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- W4386048583 abstract "This chapter focuses on a local school development project initiated by teachers who experienced students’ lack of engagement, passive learning, and absence from school. In order to achieve more active learning among the students, the teachers built an active learning classroom and set out to develop teaching methods appropriate for the new classroom. This process turned out to be more complex than expected and raised questions not only about the teachers’ teaching, but also about their learning and more specifically about how they as a collective created transformative agency. In this chapter, we highlight how the teachers gained transformative agency and the situations that characterized this process. Inspired by cultural historical activity theory, we pay attention to stimuli that helped the teachers to bring forth and deal with conflicts of motives that led to break-outs from the teacher-centered teaching and thereby created transformative agency toward a classroom practice characterized by students’ active learning." @default.
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- W4386048583 date "2023-01-01" @default.
- W4386048583 modified "2023-09-25" @default.
- W4386048583 title "Making the Transition from Teacher-Centered Teaching to Students’ Active Learning: Developing Transformative Agency" @default.
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- W4386048583 doi "https://doi.org/10.1007/978-981-19-8749-6_6" @default.
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