Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool.

Learning study – promoting and hindering factors in mathematics teaching

“…Conclusions that can be drawn based on the presented results and which should be considered by a group of teachers who want to use the learning study model as an activity in mathematics teaching are: (1) it is important to understand the theory of learning used in a learning study; (2) the facilitator should be able to run a learning study and have knowledge in mathematics; (3) the focus should be shifted from working methods and procedures to examining how content is delivered to students; (4) project planning is significant; (5) time for meetings and reading literature should be timetabled; (6) the abilities the students should develop through the use of learning study in mathematics teaching; (7) the principal organizer of school's awareness of the goals of learning study.…”

“…Activity theory (e.g. [1][2][3][4][5]) provides a framework for considering social and cultural practices and considers the complexity of real-life activity. Edwards and Daniels [23] argue that activity theory also emphasizes action or intervention in order to develop practice and the sites of practice.…”

“…In order to analyse learning study as a mathematics activity based on the project's conditions, implementation and results, it was necessary to analyse the levels and structure of the activity [1][2][3][4][5]. The fundamental idea in the analysis of the levels of the activity is that the activity leads to the performance of certain actions, which are governed by the goal.…”

“…One of these developmental work covers the projects that used the learning study model (is discussed in the next section) in mathematics teaching. This article is about an analysis of learning study by using activity theory [1][2][3][4][5] with the aim to advance our understanding of learning in social action and the potential for the organizational development of teacher professional development. The research questions are: what are the actions of the school teaching community during development projects?…”

Innovation in Initial Teacher Education through a School–University Partnership

“…The push for effective school-university partnerships in Australia has a decade-long history, evidenced in the Australia Government's (2007) 'Top of the Class' report and initiatives such as the Smarter Schools National Partnership's (2008) 'Improving Teacher Quality' programme (Bloomfield & Nguyen, 2015). However, according to McLean Davies et al 2013, 'despite these recommendations articulated over a 30-year period, little has been done to tackle these concerns in teacher education courses' (p. 94).…”