Teaching development for doctoral students: what can we learn from activity theory?

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Journal Article
International Journal for Academic Development, 2008, 13 (3), pp. 187 - 198
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This paper explores issues relating to programmes for doctoral students wishing to gain experience of, and develop skills in, teaching. The focus is on Developing Learning and Teaching a new provision at the University of Oxford. The purpose is to exemplify how activity theory can be used to situate particular programmes and individual experiences in a wider systemic setting. The authors explain the concepts of the activity system, and use these to identify systemic tensions (analysing university-wide survey data), then to assess whether the provision has addressed these tensions (analysing data from interviews with participants).
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