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

  1. Therese Laferriere, Laval University, Canada
  2. Alain Breuleux, McGill University, Canada
  3. Allaire Stéphane, UQAC, Canada
  4. Christine Hamel, Laval University, Canada
  5. Sandrine Turcotte, UQO, Canada
Thursday, March 9 11:30-11:50 AM Tannehill

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.