Defining Moments in Teacher Professional Development: The Case of a Knowledge-Building Partnership

• In Event: 54.045 - Innovative Professional Development From Around the Globe: Storytelling, Networks, and Blended Learning

Abstract

We apply concepts from activity theory to analyze knowledge building oriented teacher professional development in the context of an enduring university-school-government (SUNG) partnership in the service of underprivileged small remote schools. Expansive learning (Engeström, 1987, 2015) took place through double stimulation and boundary crossing. The defining moments that shaped collective and individual transformative agency (Virkkunen, 2006) are identified. They were the result of shifts in action resulting in the co-design of collaborative learning/knowledge building activity. They provide insight into ways to stimulate teacher professional development in the knowledge age.

Authors

• Therese Laferriere, Laval University

• Stephane Allaire, Université du Québec à Chicoutimi

• Christine Hamel, Université Laval

• Sandrine Turcotte, University of Quebec - Outaouais

• Alain Breuleux, McGill University

• Marlene Scardamalia, University of Toronto