Learning-for- teaching across educational boundaries: An activity-theoretical analysis of collaborative internship projects in initial teacher education

Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching

Volumn , Issue , 2010, Pages 212-240

  Max, Charles ^a  

^a UNIVERSITY OF LUXEMBOURG   (Luxembourg)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917377225     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203860106     Document Type: Chapter

References (43)

1. Chaiklin, S. and Lave, J. (eds) (1993) Understanding practice: perspectives on activity and context, Cambridge, MA: Cambridge University Press.
2. Cole, M. (1996) Cultural psychology: a once and future discipline, Cambridge, MA: Harvard University Press.
3. Craig, C. and Deretchin, L. (2007) 'International research on the impact of accountability systems', Teacher Education Yearbook XV, Lanham, MD: Rowman and Littlefield.
4. Daniels, H. (2006) 'Analysing institutional effects in activity theory: first steps in the development of a language of description', Outlines: Critical Social Studies, 2: 43-58.
5. Daniels, H., Leadbetter, J., Soares, A. and MacNab, N. (2006) 'Learning in and for cross school working', in K. Yamazumi (ed.) Building activity theory in practice: toward the next generation, Osaka: Kansai University Press
6. Davydov, V. and Radzikhovskii, L. (1985) 'Vygotsky's theory and the activity-oriented approach in psychology', in J. Wertsch (ed.) Culture, communication, and cognition: Vygotskian perspectives, Cambridge: Cambridge University Press.
7. Edwards, A. and Mutton, T. (2007) 'Looking forward: rethinking professional learning through partnership arrangements in Initial Teacher Education', Oxford Review of Education, 33(4): 503-519.
8. Edwards, R. (2005) 'Literacies for learning in further education in the UK: theoretical and methodological challenges.' Paper presented at the Australian Association for Research in Education Annual Conference, University of Western Sydney. Online, available at: www.aare.edu.au/05pap/edw05015.pdf (accessed 14 September 2007).
9. Engeström, Y. (1999) 'Innovative learning in work teams: analyzing cycles of knowledge creation in practice', in Y. Engeström, R. Miettinen and R.-L. Punamäki (eds) Perspectives on activity theory, Cambridge, MA: Cambridge University Press.
10. Engeström, Y. (2001) 'Expansive learning at work: toward an activity theoretical reconceptualization', Journal of Education and Work, 14(1): 133-156.
11. Engeström, Y. (2005) Developmental work research: expanding activity theory in practice, Berlin: Lehmanns Media.
12. Engeström, Y. (2006) 'From well-bounded ethnographies to intervening in mycorrhizae activities', Organisation Studies, 27: 1783-1793.
13. Engeström, Y. and Miettinen, R. (1999) 'Introduction', in Y. Engeström, R. Miettinen and R.-L. Punamäki (eds) Perspectives on activity theory, Cambridge, MA: Cambridge University Press.
14. Engeström, Y. and Tuomi-Gröhn, T. (eds) (2003) Between school and work: new perspectives on transfer and boundary-crossing, Amsterdam: Pergamon.
15. Engeström, Y., Engeström, R. and Suntio, A. (2002) 'Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers', in G. Wells and G. Claxton (eds) Learning for life in the 21st century, Oxford: Blackwell.
16. Engeström, Y., Engeström, R. and Vähäaho, T. (1999a) 'When the center does not hold: the importance of knotworking', in S. Chaiklin, M. Hedegaard and U.J. Jensen (eds) Activity theory and social practice: cultural-historical approaches, Aarhus: Aarhus University Press.
17. European Commission (2005) Common European principles for teacher competences and qualifications. Online, available at: www.see-educoop.net/education_in/pdf/01-en_principles_en.pdf (accessed 15 January 2008).
18. European Commission (Education and Training Website) The Bologna Process -Towards the European Higher Education Area. Online, available at: http://ec.europa.eu/education/higher-education/doc1290_en.htm (accessed 15 February 2008).
19. Gutiérrez, K.D., Baquedano-Lopez, P. and Tejeda, C. (1999) 'Rethinking diversity: hybridity and hybrid language practices in the third space', Mind, Culture and Activity, 6(4): 286-303.
20. Hakkarainen, K., Palonen, T., Paavola, S. and Lehtinen, E. (eds) (2004) Communities of networked expertise, Amsterdam: Elsevier.
21. Jahreie, C.F. and Ludvigsen, S.R. (2007) 'Portfolios as boundary object: learning and change in teacher education', Research and Practice in Technology Enhanced Learning, 2(3): 299-318.
22. Jakku-Sihvonen, R. and Niemi, H. (eds) (2006) 'Research-based teacher education in Finland: reflections by Finnish teacher educators', Research in Educational Sciences 25, Turku: Finnish Educational Research Association.
23. Kostogriz, A. (2000) 'Activity theory and the new literacy studies: modelling the literacy learning activity system.' Paper presented at the meeting of the Australian Association for Research in Education, Sydney, 4-7 December. Online, available at: www.aare.edu.au/00pap/kos00161.htm (accessed 15 February 2008).
24. Leadbetter, J., Daniels, H., Brown, S., Edwards, A., Middleton, D., Popova, A., Apostolov, A. and Warmington P. (2007) 'Professional learning within multi-agency children's services: researching into practice', Educational Research, 49(1): 83-98.
25. Ludvigsen, S.R., Havnes, A. and Lahn, L.Chr. (2003) 'Workplace learning across activity systems: a case study of sales engineers', in Y. Engeström and T. Tuomi-Gröhn (eds) Between school and work: new perspectives on transfer and boundary-crossing, Amsterdam: Pergamon.
26. Matusov, E. (2007) 'In search of "the appropriate" unit of analysis for sociocultural research', Culture and Psychology, 13(3): 307-333.
27. Max, C. (1999) Entwicklung von Kompetenz - ein neues Paradigma für das Lernen in Schule und Arbeitswelt, Frankfurt a.M.: Peter Lang.
28. Peck, C. A., Gallucci, Chr., Sloan, T. and Lippincott, A. (2009) 'Organisational learning and program renewal in teacher education: a sociocultural theory of learning, innovation and change', Educational Research Review, 4(1): 16-25.
29. Perrenoud, Ph. (1999) Dix nouvelles compétences pour enseigner: invitation au voyage, Paris: ESF.
30. Schratz, M. (2005) 'What is a "European Teacher"?' Online, available at: www.pa-feldkirch.ac.at/entep/ (accessed 10 November 2006).
31. Star, S.L. (1989) 'The structure of ill-structured solutions: boundary objects and heterogeneous distributed problem solving', in L. Gasser and M.N. Huhns (eds) Readings in distributed artificial intelligence, Vol. 3, Menlo Park, CA: Morgans Kaufmann, pp. 37-54.
32. Star, S.L. and Griesemer, J.R. (1989) 'Institutional ecology, "translational" and boundary objects', Social Studies of Sciences, 19(3): 387-420.
33. Tsui, A.B.M. and Law, D.Y.K. (2007) 'Learning as boundary-crossing in school-university partnership', Teaching and Teacher Education, 23: 1289-1301.
34. Tuomi-Gröhn, T. (2003) 'Developmental transfer as a goal of internship in prac tical nursing', in T. Tuomi-Gröhn and Y. Engeström (eds) Between school and work: new perspectives on transfer and boundary crossing, Amsterdam: Pergamon.
35. Tuomi-Gröhn, T. (2005) 'Studying learning, transfer and context: a comparison of current approach to learning', in Y. Engeström, J. Lompscher and G. Rückriem (eds) Putting activity theory to work: contributions from developmental work research, Berlin: Lehmanns Media.
36. Tuomi-Gröhn, T. and Engeström, Y. (eds) (2003) Between school and work: new perspectives on transfer and boundary crossing, Amsterdam: Pergamon.
37. Yamazumi, K. (2005) 'School as collaborative change agents', in K. Yamazumi, Y. Engeström and H. Daniels (eds) New learning challenges: going beyond the industrial age systems of school and work, Osaka: Kansai University Press.
38. Yamazumi, K. (2006) 'Learning for critical and creative agency: an activity-theoretical study of advanced networks of learning in new school project', in K. Yamazumi (ed.) CHAT Technical Reports No. 1: Building Activity Theory in Practice: Toward the Next Generation, Center for Human Activity Theory, Kansai University (Japan). Online, available at: www.chat.kansai-u.ac.jp/publications/tr/v1_3.pdf (accessed 17 February 2008).
39. Yamazumi, K., Engeström, Y. and Daniels, H. (eds) (2005) New learning challenges: going beyond the industrial age system of school and work, Osaka: Kansai University Press.
40. Victor, B. and Boynton, A. (1998) Invented here: maximizing your organisation's internal growth and profitability. a practical guide to transforming work, Boston, MA: Harvard Business School Press.
41. Vygotsky, L.S. (1978) Mind in society: the development of higher psychological processes, Cambridge, MA: Harvard University Press.
42. Wartofsky, M. (1979) Models: representations and the scientific understanding, Dordrecht: D. Reidel.
43. Wenger, E., McDermott, R. and Snyder, W.M. (2002) Cultivating communities of practice, Boston, MA: Harvard Business School Press.