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