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Published online by Cambridge University Press: 05 October 2013
[L]earners actively transform the learning material included in these [cultural–historical] programs by means of certain object-related or mental actions. In the process of this kind of transformation, learners discover and distinguish in the learning material some essential or general relationship, and when they study it they can discover many particular appearances of the material…Curricula that provide for such directions of thought help to establish relationships with integrated systems of knowledge. The leading role in the appropriation of such knowledge belongs to the learners' actions.
(Davydov, 1999a: 135; emphasis in original)INTRODUCTION
While a growing number of articles have been written about teacher knowledge of concepts (see Appleton, 2006), much of the research contained in them has concentrated upon discipline content knowledge devoid of the conceptual system in which the concepts were developed or are being used (Fleer, 2009b). In these articles, teacher knowledge of concepts in discipline areas has generally been researched against a checklist of concepts (e.g., Garbett, 2003), and great associated claims have been made about early childhood teachers' lack of knowledge. Research into teacher knowledge of subject matter concepts has not been examined in relation to everyday concepts and scientific concepts in specific subject areas (see chapter 3). Much of the research into early childhood teacher knowledge of concepts gives a rather limited reading of teacher concept knowledge within discipline areas (see Fleer, 2009b).
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