Infrastructure Support for Boundary Crossing and Teacher Professional Development: An Activity Theory Perspective
Brief Paper
ID: 50516
Abstract: We apply cultural-historical activity theory (CHAT) to analyze an enduring university-school-government (SUNG) partnership. Teacher professional development was the result of shifts in action resulting in the co-design of collaborative learning/knowledge building activity. It was a boundary crossing process (expansive learning, Engeström, 1987, 2015). For this paper, we identify the interrelated elements composing the socio-technical infrastructure that oriented and supported boundary crossing.
No presider for this session.
Topics
Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations.
If you are an attendee, please login to get full access.