Innovative learning in work teams: Analyzing cycles of knowledge creation in practice

Engeström, Yrjö

doi:10.1017/cbo9780511812774.025

Cited by 651 publications

(576 citation statements)

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“…Guided by second and third generation cultural-historical activity theory -CHAT (Engeström, 1987(Engeström, , 1999(Engeström, , 2001), the study is in two phases and is presently ongoing (2014)(2015). Our research design emulates that of the WoTE studies in the UK and Australia (Ellis, Blake, McNicholl & McNally, 2011;Nuttall, Brennan, Zipin, Tuinamuana & Cameron, 2013).…”

Section: Accepted For Publication Version -Pre--proof and Correctionsmentioning

confidence: 99%

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Gunn

Hill

Berg

et al. 2016

Asia-Pacific Journal of Teacher Education

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The study of recruitment practices for teacher educators in Aotearoa New Zealand (NZ) universities reveals the academic category of teacher educator along three related trajectories: a professional expert (not required to research), a traditional academic (not required to hold a teaching qualification or teacher's practicing certificate), and one who is dually qualified, to teach (as a registered NZ teacher) and to research. It is the dually qualified type of teacher educator who can service the full scope of university based initial teacher education (ITE). Recent recruitment practices have however focused on employment of professional experts and traditional academics.Drawing from document analyses and interviews we present a picture of changing teacher educators' work. Our study argues that policy environments and universities' responses are changing objects, rules and divisions of labour in university based ITE.We comment on the evolution ITE in NZ, its likely trajectory, and its potential for development.

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Section: Accepted For Publication Version -Pre--proof and Correctionsmentioning

confidence: 99%

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Gunn

Hill

Berg

et al. 2016

Asia-Pacific Journal of Teacher Education

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“…Again, a subject engages in an objectoriented, tool-mediated activity, but this happens within a community, which has certain rules and within which there is a division of labour (Engeström 1999). These six components together frame an activity system (see Fig.…”

Section: Introducing Cultural-historical Activity Theorymentioning

confidence: 99%

“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities

Hernandez‐Martinez

Vos

2017

ZDM Mathematics Education

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In this paper we explore how students can experience the relevance of mathematical modelling activities. In the literature we found that relevance is a connection among several issues (relevance of what? to whom? according to whom? and to what end?). We framed this concept in terms of Cultural-Historical Activity Theory (CHAT), a theory for analysing how individuals engage in activities within social environments. We designed modelling activities within a mathematics course for engineering students: there were ample mathematical modelling tasks, a guest lecture by an employee from an engine company who used mathematical modelling in his job, and a group work modelling assessment with a presentation to the whole group. After the course, we interviewed ten students with a wide range of final grades in the course. We analysed the interview data in light of the theoretical framing of the concept of relevance. Our analysis showed that, generally, students experienced the modelling activities as relevant, and that they imagined themselves working in professional practices for which mathematics is relevant. However, doing mathematics was also judged as being relevant only to obtain grades, leave school and enter professions for which mathematics might not be needed. We offer recommendations for making mathematics education more relevant to more students.

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“…As Rogoff notes: "In attempting to take account of the social setting in which learning takes place, the basic unit of analysis is no longer (the properties of) the individual but the (processes of the) sociocultural activity" (1990, p. 14). Since much of activity theory has been developed in rendering an account of work-place cognition (e.g., Engeström, 1999Engeström, , 2001Engeström & Middleton, 1998;Zinchenko, 1985;Scribner, 1997), it seems natural to frame team-executed projects such as those in Innovate to Mitigate in similar terms. What is not typical is to use that framing to address the challenge of studying student learning in such a project, as we attempt here.…”

Section: Activity Theorymentioning

confidence: 99%

“…Engeström, 1999). By the time the ILF were fully engaged, the project's initial definition of their object and goals was beginning to recede in their minds, and they all began to think beyond this episode in their lives, to future investigations for which this was preparation or prototype.…”

Section: Coda: Object As Horizonmentioning

confidence: 99%

Innovate to Mitigate: Learning as Activity in a Team of High School Students Addressing a Climate Mitigation Challenge

Drayton¹,

Puttick²

2017

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Innovative learning in work teams: Analyzing cycles of knowledge creation in practice

Cited by 651 publications

References 0 publications

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities

Innovate to Mitigate: Learning as Activity in a Team of High School Students Addressing a Climate Mitigation Challenge

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