Search results for: Guðjónsson Hafþór

Earlier in his work as a teacher educator, the author thought of teacher learning as a psychological process or phenomenon and this view guided his work with his student teachers. Subsequently,the author has been drawn to pragmatist and sociocultural views that portray human thinking and acting as intimately linked to the physical, social and cultural environment. Adopting such views helped the author to see teacher learning in a new light, less as a mental issue and more as a social and cultural issue. Here, the author reconstructs his transformation of coming to see learning to teach as situated.