Defining Moments in Teacher Professional Development: The case of a knowledge-building partnership

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Communication

Contributeurs:

• Laferrière Thérèse ( Auteur )
• Allaire Stéphane ( Auteur )
• Hamel Christine ( Auteur )
• Turcotte Sandrine ( Auteur )
• Breuleux Alain ( Auteur )
• Scardamalia Marlene ( Auteur )

État de publication: publié

Type de présentation: Paper session: Innovative Professional Development From Around the Globe: Storytelling, Networks, and Blended Learning

Nom de la rencontre: American Educational Research Association (AERA)

Lieu: San Antonio, États-Unis

URL: https://convention2.allacademic.com/one/aera/aera17/index.php?cmd=Online+Program+View+Session&selected_session_id=1213184&PHPSESSID=ejgqs668t6gkn7gmf0s763hvus

Résumé: We apply concepts from activity theory to analyze knowledge building oriented teacher professional development in the context of an enduring university-school-government (SUNG) partnership in the service of underprivileged small remote schools. Expansive learning (Engeström, 1987, 2015) took place through double stimulation and boundary crossing. The defining moments that shaped collective and individual transformative agency (Virkkunen, 2006) are identified. They were the result of shifts in action resulting in the co-design of collaborative learning/knowledge building activity. They provide insight into ways to stimulate teacher professional development in the knowledge age.