Boundary Crossings Resulting in Active Learning in Preservice Teacher Education: A CHAT Analysis Revealing the Tensions and Springboards Between Partners

Frontiers in ICT

Laferriè¹ 

[1] Studies on Teaching and Learning, Laval University, Canada

关键词: innovation;    Cultural-historical activity theory (CHAT);    university-school partnership;    authentic problem;    Collaborative reflective practice;    knowledge building;    Virtual community;   

DOI  :  10.3389/fict.2018.00022

学科分类：计算机网络和通讯

来源: Frontiers

【 摘 要 】

We present the results of a twenty-year long university-school partnership in which pre-service teachers collaborated with cooperative teachers and peers during their field experiences (practicums). The partnership evolved as a design experiment. Papers presented at AERA but never submitted to a research journal were revisited applying cultural-historical activity theory to understand the university-school partnership’s activity in terms of motive/object, instruments, community, roles, and rules/policies. We point to tensions that manifested contradictions between activity systems. Suggestions for boundary crossing when field experiences are part of an undergraduate program are made.

【 授权许可】

CC BY