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

                                                        

Articles de colloque

Contributors: 
Publication status: 
2017
Proceedings title: 
Society for Information Technology & Teacher Education International Conference
Publisher: 
Association for the Advancement of Computing in Education (AACE)
Place: 
Chesapeake, Virginie
Page range: 
892-895
ISBN: 
978-1-939797-27-8
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.
Exercice annuel: 
2016-2017
Collaboration chercheurs: 
(**)