Applying Cultural Historical Activity Theory in Educational Settings: Learning, Development and Research, 1st Edition (Hardback) book cover

Applying Cultural Historical Activity Theory in Educational Settings

Learning, Development and Research, 1st Edition

Edited by May Britt Postholm, Kirsten Foshaug Vennebo


184 pages | 19 B/W Illus.

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Hardback: 9780367321314
pub: 2019-11-19
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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-instructor 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.

Table of Contents

Preface Chapter 1: Texts in context Chapter 2: Schools Conducting Research in Collaboration with Researchers Chapter 3: Young refugees meeting another road safety culture - Development work in bridging a road safety gap Chapter 4: Inspired by the concept of boundary objects in arts education Chapter 5: Cultural-Historical Activity Theory as the Basis for Mentoring Student Teachers in Triads Chapter 6: Encouraging Working and Communicating Like Mathematicians: An Illustrative Case on Dialogic Teaching Chapter 7: Realizing data-driven changes and teacher agency in upper secondary schools through formative interventions Chapter 8: A study of case-based problem-solving work in groups of principals participating in a school leadership programme Chapter 9: Cultural-historical activity theory framing and guiding professional learning in school-based development Index

About the Editors

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.

About the Series

Routledge Research in Education

This series aims to present the latest research from right across the field of education. It is not confined to any particular area or school of thought and seeks to provide coverage of a broad range of topics, theories and issues from around the world.

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