Dr Seth Chaiklin

Reader

1 West 4.33
Email: s.chaiklin@bath.ac.uk
Tel: +44 (0) 1225 38 3357

Taught programmes

Research Group

Philosophy, Language and Educational Practices (PLEP)

PhD and EdD supervision

Areas interested in supervising:

analysis or development of a specific practice (e.g., teaching, professional, vocational)
use of cultural-historical psychology (e.g., Davydov, El'konin, Leontiev) in relation to educational or work practices
use of historical and materialist analysis and/or dialectical theory in relation to some aspect of societal practice
research involving concepts like reification, alienation, societal need, motive

Profile

Expertise in cultural-historical theory (e.g., Vygotsky, Leontiev, El’konin, Davydov) and its conceptual foundations (e.g., Ilyenkov, Marx). Theoretical and practical experience with teaching interventions to support development of theoretical thinking (for primary, secondary, tertiary and professional education).

Current research programme focuses on the concept of practice, theory of practice development, and research strategies for practice development.

Research interests

Professional practice development
Subject-matter teaching and learning
Cultural-historical science

Current projects

Teaching measurement concepts to primary-school children using a radical-local approach
The concept of societal need, exemplified with a historical analysis of the development of preschool education

Teaching

Undergraduate

ED20437: Intervention, organisation and practice

Postgraduate

ED50333: Understanding learners and learning

Publications

Jump to: Book/s | Book Sections | Articles

Book/s

Hedegaard, M. and Chaiklin, S., 2005. Radical-local teaching and learning. Aarhus, Denmark: Aarhus University Press.

Chaiklin, S., 2001. The theory and practice of cultural-historical psychology. Aarhus, Denmark: Aarhus University Press.

Chaiklin, S., Hedegaard, M. and Jensen, U. J., eds., 1999. Activity theory and social practice: Cultural-historical approaches. Aarhus, Denmark: Aarhus University Press.

Chaiklin, S. and Lave, J., eds., 1993. Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.

Book Sections

Chaiklin, S., 2013. Research knowledge production and educational activity: a ‘research path’ approach. In: Farnsworth, V. and Solomon, Y., eds. Reframing educational research: resisting the 'what works' agenda. Routledge.

Chaiklin, S., 2012. A conceptual perspective for investigating motive in cultural-historical theory. In: Hedegaard, M., Edwards, A. and Fleer, M., eds. Motives in Children's Development: Cultural-Historical Approaches. Cambridge: Cambridge University Press, pp. 209-224.

Chaiklin, S., 2012. Dialectics, politics and contemporary cultural-historical research, exemplified through Marx and Vygotsky. In: Daniels, H. R. J., ed. Vygotsky and Sociology. London: Routledge, pp. 24-43.

Hedegaard, M. and Chaiklin, S., 2011. Supporting children and schools: a development and practice-centred approach for professional practice and research. In: Daniels, H. and Hedegaard, M., eds. Vygotsky and special needs education: rethinking support for children and schools. London: Continuum, pp. 86-108.

Chaiklin, S., 2011. The role of 'practice' in cultural-historical science. In: Kontopodis, M., Wulf, C. and Fichtner, B., eds. Children, Development and Education: Cultural, Historical, Anthropological Perspectives. Dordrecht: Springer, pp. 227-246.

Chaiklin, S., 2011. Всего восемьдесят лет, и все еще растем: «разговор» С Володей Зинченко о теории деятельности [Eighty years young, and still growing: "Conversation" with Voloyda Zinchenko and theory of activity]. In: Щедриной, Т. Г., ed. Стиль мышления: проблема исторического единства научного знания. К 80-летию Владимира Петровича Зинченко. Moscow: Российская политическая энциклопедия (РОССПЭН), pp. 175-186.

Sievert, A. and Chaiklin, S., 2010. Betydning af sygeplejeteori i faglige undersøgelser: belyst i et spørgsmål – metode – konklusion perspektiv. In: Med sygeplejeteori som referenceramme – i forskning og udvikling. København: Gads Forlag, pp. 39-60.

Chaiklin, S., 2010. Die Zone der nächsten Entwicklung. In: Kaiser, A., Schmetz, D., Wachtel, P. and Werner, B., eds. Enzyklopädisches Handbuch der Behindertenpädagogik: Band 3: Bildung und Erziehung. Stuttgart: Kohlhammer, pp. 78-87.

Chaiklin, S., 2010. Educational research and practice: Why can’t we be friends? In: Eriksson, I., Lindberg, V. and Österlind, E., eds. Uppdrag undervisning — kunskap och lärande! Lund: Studentlitteratur, pp. 33-42.

Chaiklin, S., 2010. The dialectical development of cultural-historical research, with implications for research in special and inclusive education. In: Siebert, B., ed. Integrative Pädagogik und die Kulturhistorische Theorie (Band 5. Schriftenreihe Behindertenpädagogik und Integration). Frankfurt: Peter Lang, pp. 21-26.

Chaiklin, S. and Hedegaard, M., 2009. Het leren van vakinhouden en identiteitsontwikkeling: een 'radicaal-lokaal' perspectief. In: van Oers, B., Leeman, Y. and Volman, M., eds. Burgerschapsvorming en identiteitsontwikkeling [Civic Education and Identity formation]. Van Gorcum, pp. 161-170.

Chaiklin, S. and Hedegaard, M., 2009. Radical-local teaching and learning: a cultural-historical perspective on education and children's development. In: Fleer, M., Hedegaard, M. and Tudge, J., eds. Childhood studies and the impact of globalization: global and local policies and practices. London: Routledge, pp. 182-201. (World Yearbook of Education)

Chaiklin, S., 2007. Forholdet mellem viden og praksis: En vejviser for de desorienteret. In: Tangaard, L. and Brinkmann, S., eds. Psykologi: Forskning og profession. Kobenhavn: Hans Reitzels.

Chaiklin, S., 2007. Kulturhistorisk psykologi. In: Katznelson, B. and Karpatschof, B., eds. Klassisk og moderne psykologisk teori. København: Hans Reitzels.

Chaiklin, S., 2007. Relationer mellem forskningsviden og og praksis: En guide for den desorienterede. In: Brinkmann, S. and Tangaard, L., eds. Psykologi: Forskning & profession. Copenhagen: Hans Reitzels.

Chaiklin, S., 2006. Reflections on the future development of developmental teaching research. In: Giest, H., ed. Erinnerung für die Zukunft - Pädagogische Psychologie in der DDR. Berlin: Lehmanns Media.

Chaiklin, S., 2005. Danish pedagogical psychology in historical perspective. In: Ringsmose, C. and Baltzer, K., eds. Specialpædagogik ad nye veje. København: Danmarks Pædagogiske Universitet Forlag.

Chaiklin, S., 2003. The zone of proximal development in Vygotsky's theory of learning and school instruction. In: Kozulin, A., Gindis, B., Ageyev, V. S. and Miller, S. M., eds. Vygotsky's educational theory in cultural context. Cambridge: Cambridge University Press, 39--64.

Chaiklin, S., 2002. Developmental teaching in secondary schools. In: Wells, G. and Claxton, G., eds. Learning for life in the 21st century. Blackwell: Oxford, 167--180.

Hedegaard, M., Chaiklin, S. and Pedraza, P., 2001. Culturally-sensitive teaching in a Vygotskian perspective. In: Hedegaard, M., ed. Learning in classrooms. Aarhus, Denmark: Aarhus University Press.

Chaiklin, S., 2001. The category of 'personality' in cultural-historical psychology. In: Chaiklin, S., ed. The theory and practice of cultural-historical psychology. Aarhus, Denmark: Aarhus University Press, 238--259.

Chaiklin, S., 2001. The institutionalisation of cultural-historical psychology as a multinational practice. In: Chaiklin, S., ed. The theory and practice of cultural-historical psychology. Aarhus, Denmark: Aarhus University Press.

Chaiklin, S., 1999. Developmental teaching in upper-secondary school. In: Hedegaard, M. and Lompscher, J., eds. Learning Activity and Development. Aarhus, Denmark: Aarhus University Press, pp. 187-210.