Redesigning an "Urban" Teacher Education Program: An Activity Theory Perspective

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Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research From a Cultural—Historical Activity Theory (CHAT) Framework (2007, methodology): “Roth and Tobin (2002) used activity systems analysis to identify strategies to redesign an urban inner city teacher education program.”
Learning as boundary-crossing in school–university partnership ☆ (2007, background): “…In the activity system of MTs mentoring STs in school settings, the object is primarily to ensure that STs are able to teach competently, to cover the curriculum content adequately so that MTs do not have to ‘‘clean up the mess’’ when they resume teaching their own classes (Roth & Tobin, 2002).”
INTRODUCTION: "Activity Theory and Education: An Introduction" (2004, background): “Hence, a teacher may attribute to him- or herself the difficulties experienced in teaching in inner-city schools when in fact the contradictions are elsewhere—for example, the much lower per-student funding received by urban schools (Roth & Tobin, 2002).”