Infrastructure Support for Boundary Crossing and Teacher Professional Development: An Activity Theory Perspective
PROCEEDING
Therese Laferriere, Laval University, Canada ; Alain Breuleux, McGill University, Canada ; Allaire Stéphane, UQAC, Canada ; Christine Hamel, Laval University, Canada ; Sandrine Turcotte, UQO, Canada
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
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.
Citation
Laferriere, T., Breuleux, A., Stéphane, A., Hamel, C. & Turcotte, S. (2017). Infrastructure Support for Boundary Crossing and Teacher Professional Development: An Activity Theory Perspective. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 892-895). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2023 from https://www.learntechlib.org/primary/p/177883/.
© 2017 Association for the Advancement of Computing in Education (AACE)
