Thursday, March 9
11:30-11:50 AM
CST
Tannehill

Infrastructure Support for Boundary Crossing and Teacher Professional Development: An Activity Theory Perspective

Brief Paper ID: 50516
  1. aaa
    Therese Laferriere
    Laval University
  2. Alain Breuleux
    McGill University
  3. Allaire Stéphane
    UQAC
  4. aaa
    Christine Hamel
    Laval University
  5. Sandrine Turcotte
    UQO

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.

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