Abstract
Teachers in the compulsory education sector interpret curriculum within their school setting to design educational programmes that address intended learning for students. This chapter reports on the use of Cultural-Historical Activity Theory to better understand the influences that guide teachers’ planning of school based curriculum and teaching pedagogy.
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Lockley, J. (2016). Teachers Designing Classroom Curriculum through the Lens of Cultural-Historical Activity Theory. In: Gedera, D.S.P., Williams, P.J. (eds) Activity Theory in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-387-2_12
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DOI: https://doi.org/10.1007/978-94-6300-387-2_12
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