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Applying Cultural Historical Activity Theory in Educational Settings

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Activity System
boundary object theory
Boundary Objects
Category=JNA
Category=JNM
Chat
Co-construction of knowledge
Collaboration
collaborative problem solving in schools
Constant Comparative Analysis Method
Cultural Historical Activity Theory
Develop Assessment Literacy
Development work research
Developmental Transfer
DWR
Early Childhood Education
ECEC Education
ECEC Teacher
educational intervention research
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Expansive Learning
Expansive Learning Cycle
Formalised Leadership Education
formative intervention methods
Improve Assessment Literacy
Learning Cycle
LS Cycle
LS Work
mentoring in teacher education
Norwegian Drivers
Practice Mentors
practitioner collaboration
Professional Development
professional learning communities
School Leadership Programme
Triad Meetings
Vice Versa
Vulnerable Road Users
Working Sheets

Product details

  • ISBN 9781032085135
  • Weight: 300g
  • Dimensions: 156 x 234mm
  • Publication Date: 30 Jun 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

Applying Cultural Historical Activity Theory in Educational Settings harnesses research and development for educational improvement, bridging the gap between research and practice. Exploring how collaborations between researchers and practitioners can be used to co-construct solutions to real-world problems, this book considers key concepts in cultural historical activity theory (CHAT), including models as resources that can be used to build and facilitate collaboration between researchers and practitioners.

The chapters of the book draw on research findings from the practices of learning communities in diverse educational settings: teacher education, the education of school leaders, early childhood education and driving teacher education.

Applying Cultural Historical Activity Theory in Educational Settings is an excellent resource for researchers and practitioners seeking to construct new knowledge and develop practice, or wishing to expand their knowledge of CHAT.

About

May Britt Postholm is Professor in pedagogy and qualitative methodology in the Department of Teacher Education at the Norwegian University of Science and Technology, Norway.

Kirsten Foshaug Vennebo is Associate Professor in the Department of Education at the University of Tromsø, Norway.