20 Years of Change Laboratory Methodology in Teacher Education Research: An Integrative Literature Review

• In Event: Reflexive Perspectives on Cultural-Historical Theory and Methodology

Abstract

Grounded in cultural-historical activity theory and expansive learning theory, the Change Laboratory (CL) methodology has been implemented in various disciplines, especially in the teacher education research context. Thus, in order to “interrogate consequential research in pursuit of truth,” we conducted an integrative literature review study of 46 articles (2002-2022) related to teacher education research framed in CL methodology. Findings from the qualitative content analysis suggest that CL supports and facilitates the transformation of activity systems in teaching and learning through participants’ active engagement in collective dialoguing processes, experiencing dialectical tensions, (re)negotiating the objects across diverse educational contexts, despite variation and limitations in the implementation of CL methodologies. Implications of using the CL methodologies for teacher education research are discussed.

Authors

• Sharon Chang, Teachers College, Columbia University
  Presenting Author

• Madeyandile Mbelani
  Presenting Author

• Heeok Jeong, Stephen F. Austin State University
  Presenting Author