Redefining Professional Practice in Primary STEM Through Collaborative Action Research: An Activity Theory Perspective

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-2 - Division K Section 8 Poster Session 4

Abstract

In this study, CHAT or Cultural Historical Activity Theory was adopted as a framework to describe and understand the professional learning of three primary educators who completed three cycles of action research. CHAT was used as a framework to guide data collection and analysis. A contructivist research paradigm was adopted to develop insight into the professional growth of the teachers. Using the components of the basic unit of analysis in CHAT (subject, object, tools, community, division of labour, and norms), the author describes the changing activity system of the teachers and how this contributed to their professional learning. Contradictions also became a source of professional change for the teachers.

Author

• Karen C. Goodnough, Memorial University