A New Perspective on Applying Activity Theory in Teacher Collaboration Across Teams for Educational Equity

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Abstract

Improving schools faces challenges when there are barriers to cultural expectation. There are bottlenecks for strategies such as teacher collaboration that supports curriculum implementation. By adopting the third generation of activity theory, this paper explores how it influenced professional learning across systems but limited by cultural-historical development. Results of discourse analysis from an ethnographic archive suggested that alignment was crucial to the implementation of contemporary education. Interestingly, the comparison of the two teams with overlapping members illustrated different sets of practice. It suggests a gap of systemic inequality separating the two teams due to different cultural expectations of the community on the two systems. This paper finally leads to a theoretical reconceptualization of CHAT for transformation.

Author

• Ivy Lau, University of Hong Kong