Teacher Collaborative Design as Expansive Learning

• In Event: Roundtable Session 1
  In Roundtable Session: Designing Cultural Historical Research: Audience, Purpose, and Method

Abstract

We present a conceptualization of teacher collaborative design as a form of expansive learning (Engeström, 1987; Engeström & Sannino, 2010) involving multiple activity systems –teaching, inquiry, and reflection– that intersect in particular through multivocal conversations. Collaborative design takes place as a practice shift that transforms the object of teaching through collective convergent invention. This emerging teaching practice is the main object of the design activity, made concrete mainly through interpretive conversations. We apply this conceptual framework to long-term projects that took place over the last decade, as well as work in progress, where school-university-government (SUNG) partnerships and professional learning networks are established to enable sustainable forms of practice shift in K-12 teaching. Issues of agency and visibilization, are explored.

Authors

• Alain Breuleux, McGill University

• Therese Laferriere, Laval University