RTI uses cookies to offer you the best experience online. By clicking “accept” on this website, you opt in and you agree to the use of cookies. If you would like to know more about how RTI uses cookies and how to manage them please view our Privacy Policy here. You can “opt out” or change your mind by visiting: http://optout.aboutads.info/. Click “accept” to agree.
Using activity theory to understand teacher peer learning in Indonesia
Pouezevara, S., Sentosa, F., & Asrianti, T. (2018). Using activity theory to understand teacher peer learning in Indonesia. In S. Pouezevara (Ed.), Cultivating dynamic educators: Case studies in teacher behavior change in Africa and Asia (pp. 205-248). RTI Press. https://doi.org/10.3768/rtipress.2018.bk.0022.1809
This case study explores the methods and implementation considerations of peer-learning approaches to changing teaching practice in the Indonesian context, where cluster-based training is deeply embedded the education system. It also has been used recently through a program called USAID/PRIORITAS (details below) to disseminate professional development through a structured lesson study approach.
