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Infrastructure Support for Boundary Crossing and Teacher Professional Development: An Activity Theory Perspective
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, Laval University, Canada ; , McGill University, Canada ; , UQAC, Canada ; , Laval University, Canada ; , UQO, Canada

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Laferriere, T., Breuleux, A., Stéphane, A., Hamel, C. & Turcotte, S. (2017). Infrastructure Support for Boundary Crossing and Teacher Professional Development: An Activity Theory Perspective. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 892-895). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .