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Ritva Engeström Center for Activity Theory and Developmental Work Research / University of Helsinki

Ritva Engeström Center for Activity Theory and Developmental Work Research / University of Helsinki. Change lab – a new perspective to teachers’ professional development.

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Ritva Engeström Center for Activity Theory and Developmental Work Research / University of Helsinki

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  1. Ritva EngeströmCenter for Activity Theory and Developmental Work Research / University of Helsinki Change lab – a new perspective to teachers’ professional development © 2003 Center for Activity Theory and Developmental Work Research

  2. 1. Theoretical framework iscultural-historical activity theory2. Change laboratory method focuses on historically emerging tensions and contradictionsin the activity system3. The goal is to expand the understanding of practitioners’activity through experimenting and reflecting4. Change laboratory is composed of polyphonyand promotes people’s possibilities to utilize their multiple understandings and identities © 2003 Center for Activity Theory and Developmental Work Research

  3. Zone of Proximal Development (ZOPED) • The method of Double Stimulation (Reflexivity) • Intervention method (Change Laboratory) • HOW TO STUDY THE DIRECTION OF CHANGE AS ”NOT YET EXISTING”? • HOW TO INTERCONNECT THE ORIENTATION TO THE ”NEW” WITH THE OPEN APPROACH TO THE FUTURE? • WHAT ARE THE FUTURE-ORIENTED ACTIONS? © 2003 Center for Activity Theory and Developmental Work Research

  4. EXPANSIVE LEARNING ZOPED FROM INDIVIDUAL TO COLLECTIVECONTEXT © 2003 Center for Activity Theory and Developmental Work Research

  5. Zone of Proximal Development:distance between present actions of the individualsand the historically new form of the societal activitythat can be collectively generated as a solution to thedouble bind potentially embedded in everyday actions (Engeström , y. 1987, p. 174) © 2003 Center for Activity Theory and Developmental Work Research

  6. The Cycle of expansive learning 7. Consolidating the new practice: Questioning: NEED STATE 6. Reflecting on the process: Analysis: DOUBLE BIND 5. Implementing the new model: CONSOLIDATION 3. Modeling the new solution: FORMATION OF A NEW OBJECT 4. Examining the new model: APPLICATION AND GENERALIZATION © 2003 Center for Activity Theory and Developmental Work Research

  7. The Change Laboratory setting New solutions, new model for practice ”Mirror” of everyday practice (Historical and ongoing) Intermediate conceptual tools Future Present Past Activity system framework Researchers Practitioners © 2003 Center for Activity Theory and Developmental Work Research

  8. The change laboratory method in practice • Practitioners participate to the joint sessions with researchers • Participants gather data by videotyping and excerpts are shown in sessions (mirror data) • Participants work for change experiments • Sessions are videotaped for getting excerpts for reflection © 2003 Center for Activity Theory and Developmental Work Research

  9. THE SCHOOL • Secondary school (7, 8, 9, + 10 grades) • 280 students • 30 full-time teachers • 30% of the students coming from immigrant families • Change Laboratory school year 1998/99 • Knowledge Laboratory 2000/01 • Knowledge Laboratory 2001/02 © 2003 Center for Activity Theory and Developmental Work Research

  10. © 2003 Center for Activity Theory and Developmental Work Research

  11. The activity system Instruments: tools and signs Object sense, meaning Subject Outcome Rules Community Division of labor Source: Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit. (available online at: http://lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/toc.htm) © 2003 Center for Activity Theory and Developmental Work Research

  12. © 2003 Center for Activity Theory and Developmental Work Research

  13. Activity System of teacher’s work Instruments: Textbooks, ICT Object: Knowledge acquisition Subject: Teacher Outcome: What are the capabilities of a citizen? Rules:Timetables curriculum Community: School, district, unions Division of labor: Between teachers © 2003 Center for Activity Theory and Developmental Work Research

  14. Developmental Tansfer Boundary Zone Negotiations on a developmental project The student’s role INTEGRATING Schooling of teachers Organizational development Academic research Professional development of teachers © 2003 Center for Activity Theory and Developmental Work Research

  15. Two interacting activity systems Instruments Instruments Potentially shared object Subject Subject Rules Community Division of labor Division of labor Community Rules Source: Engeström, Y. (2001). Expansive learning at work: Toward an activity-theoretical reconceptualization. Journal of Education and Work, 14, p. 136. © 2003 Center for Activity Theory and Developmental Work Research

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