Making a case for Cultural Historical Activity Theory: Examples of CHAT in practice

Miles, Rob

doi:10.21428/8c225f6e.c4feefa5

Cited by 9 publications

(8 citation statements)

References 30 publications

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“…There are examples of Activity Theory driven research in the UAE (Al Ali, 2020;Miles, 2020;2021) but I was unable to identify any Change Laboratories. Recent Change Laboratory examples are not uncommon (Barma et al, 2017;Englund, 2018;Nleya, 2016) yet few are concerned with ELT (Mbelani, 2018;Montoro, 2016).…”

Section: Change Laboratories and Agencymentioning

confidence: 99%

“…All human activity is social, be it a small project team or a large organization. Whatever its size or scope, this can be represented by the activity system (Miles, 2020). The activity has an object with intended outcomes.…”

Section: Activity Theorymentioning

confidence: 99%

“…The process of expansive learning occurs continuously as existing systems develop their current states. All activity systems are thus 'the offspring of historical systems, a culturally more advanced version of the previous system' (Miles, 2020). This process of expansive learning is commonly applied by researchers through direct intervention known as the Change Laboratory.…”

Section: Activity Theorymentioning

confidence: 99%

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The insider Change Laboratory in practice

Miles

2022

Studies in Technology Enhanced Learning

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Section: Change Laboratories and Agencymentioning

confidence: 99%

Section: Activity Theorymentioning

confidence: 99%

Section: Activity Theorymentioning

confidence: 99%

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The insider Change Laboratory in practice

Miles

2022

Studies in Technology Enhanced Learning

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“…A specific level of contradiction could consist of different types of manifestations (Miles, 2020). For example, the teacher not using common materials (i.e., between subject and tools) could be experienced as a dilemma within the secondary level of contradiction.…”

Section: Contradictionsmentioning

confidence: 99%

“…However, within the secondary level of contradiction, there might be a conflict between rules and tools (e.g., students are off task when using BYODs, watching videos instead). Miles (2020) Identifying systemic contradictions helps determine the critical structural issue(s) in an activity system, which has the potential for the community to identify the learning challenge -of finding a solution to such an issue(s) (Engeström, 2009). Contradictions should be considered a necessary condition for change or transformation.…”

Section: Contradictionsmentioning

confidence: 99%

Vietnamese university English as a foreign language (EFL) teachers' beliefs and practices: A Cultural Historical Activity Theory analysis

Nguyễn¹

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This study was conducted within the context of Vietnam’s reform policy imperatives to promote Western-developed pedagogical practices and instructional materials to raise the quality of English language education. However, at the time of the research there had been limited changes in the practice of tertiary English teaching and learning. The literature suggests that the culture of the Vietnamese English as a foreign language (EFL) classrooms is generally influenced by Confucian values. Additionally, the culturality and historicity of tertiary EFL teachers’ beliefs and practices have been under-researched. Drawing on Cultural Historical Activity Theory (CHAT) and Activity System Analysis Methods, this case study analysed the cultural and historical roots of Vietnamese tertiary EFL teachers’ beliefs and practices. Nine teacher participants from a public university in central Vietnam engaged in classroom observations and individual in-depth interviews (pre- and post-observation). Resources and documents were also collected and analysed (e.g., government policy documents and directives, curriculum documents, tests, prescribed coursebooks, lesson plans, class handouts, and students’ work). A reflexive journal provided a complementary data source. The CHAT and thematic analysis revealed that the outcomes of the teachers’ EFL teaching activity appeared to differ from the government’s and university’s intended outcomes for the national foreign language reform. This might be because of the lack of teacher input into the reforms and the institutional valuing of continuity and teacher retention (i.e., selected students being retained as teachers upon graduation). Cultural Confucian values (e.g., obedience, filial piety, hierarchical collective harmony, role modelling, face keeping, and other culture-specific norms), interwoven with teachers’ past histories (e.g., the teachers’ familial and school apprenticeships of observation, perezivanhie in the community) and their institutions’ past histories worked to preserve traditional teaching practices and to limit transformation. A CHAT analysis illustrated how the misalignment between the current reform with its Western-developed language policy and resources with that of the teachers’ values and beliefs and institutional practice caused systemic inertia in tertiary EFL teaching activity. Consequently, the reform objectives were not sufficiently realised. This study indicates that in order to bring about transformation of EFL teaching in Vietnam, there is a need for a comprehensive mapping of the EFL activity system to identify structural elements, including the existing contradictions within the system. Moreover, it highlights the potential value of a comprehensive examination of other CHAT constructs, including the subject(s), tools, rules, community, and division of labour for a context analysis for a successful reform. Future research and national reform policy could fruitfully focus on the culturality and historicity of teachers’ beliefs and practices for a better alignment between the government policy and the institutional and classroom reality. It is recommended that tertiary EFL training programmes should provide pre-service teachers with opportunities to explore their own beliefs to better prepare them for adapting to their teaching contexts.

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Transforming Online Teacher Training Through Expansive Learning: A Case Study Applying Cultural-Historical Activity Theory and the Change Laboratory Method

Chen,

Tseng,

Oakley

2024

Asia-Pacific Edu Res

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This study investigates the transformative potential of a professional development program launched in 2022 to meet the evolving needs of digital teaching competencies within K-12 and higher education sectors. Using the Cultural-Historical Activity Theory (CHAT) and Change Laboratory (CL) framework, the research examines how a MOOC platform designed and iteratively improved a training program for high school teachers, enhancing their online teaching capabilities. Data were collected through meeting minutes, course materials, participant surveys, and platform engagement analyzed using inductive qualitative methods. The study identifies critical contradictions and tensions within the MOOC platform’s activity system and explores how these challenges were resolved through collaborative and expansive learning. Findings show that the vibrant learning community established through the MOOC platform was critical in supporting teachers’ continuous professional development. Teachers expanded their professional capabilities through peer mentoring, collective problem-solving, and sharing innovative practices, adapting to digital education’s changing demands. The study highlights the importance of ongoing support and community-driven learning in sustaining long-term professional growth. The insights gained through CHAT and CL provide fresh perspectives on the dynamics of online teacher training programs, emphasizing the need for continuous improvement to address evolving needs. The study affirms the critical role of vibrant digital teacher communities as hubs for learning, collaboration, and innovation, calling for further CHAT-based research to enhance MOOC platforms and enrich educational exchanges.

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Making a case for Cultural Historical Activity Theory: Examples of CHAT in practice

Abstract: Article type Full paper, double-blind peer review. Special issue Debating the status of 'theory' in technology enhanced learning research | More at

Cited by 9 publications

References 30 publications

The insider Change Laboratory in practice

The insider Change Laboratory in practice

Vietnamese university English as a foreign language (EFL) teachers' beliefs and practices: A Cultural Historical Activity Theory analysis

Transforming Online Teacher Training Through Expansive Learning: A Case Study Applying Cultural-Historical Activity Theory and the Change Laboratory Method

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