Change Laboratory Interventions as Collaborative Inquiry in Norwegian, Finnish, and U.S. Teacher Education/Leadership Programs

Session Type: Symposium

Abstract

Responding to the 2021 annual meeting theme of accepting educational responsibility, this international symposium brings together three teams of citizen-scholars from Norway/UK, Finland and the US who are using the cultural-historical activity theory (CHAT) formative intervention method of the Change Laboratory (CL) in the teacher education and school leadership education contexts. Together, the papers show evidence to responsibly inform the educational preparation of the future of how intentional collaborations with stakeholders through such CHAT-informed formative interventions enhance the rigor of the research as well as strengthening the beneficial outcomes for all participants. Finally, the discussant will draw out the distinctiveness of the CL method in relation to other forms of participatory development research. (114 words).

Sub Unit

• SIG-Cultural-Historical Research

Chair

• Viv Ellis, Monash University

Papers

• The Evolution of Distributed Leadership in a Change Laboratory in a Finnish Teacher Training School - Anu Kajamaa, University of Helsinki; Lasse Lipponen, University of Helsinki; Sakari Hyrkkö, University of Helsinki

• Supporting Expansive Learning in Preservice Bilingual Teacher Education: Methodological Innovations in Change Laboratory Interventions - Sharon Chang, Teachers College, Columbia University; Carmen M. Martinez-Roldan, Teachers College, Columbia University

• Learning, Assessment, and Boundary-Crossing in Teacher Education (LAB-Ted): The Norwegian Case - May-Britt Postholm, Norwegian University of Sceince and Technology; Rachel Jakhelln, UiT The Arctic University of Norway;; Viv Ellis, Monash University

Discussant

• Annalisa Sannino, Tampere University, Finland