Cultural Historical Activity Theory Research Articles

Localisation of content and language integrated learning in China: tensions in teacher professional development

ABSTRACT Unlocking the potential of Content and Language Integrated Learning (CLIL) in China’s higher education landscape has magnified the demand for teacher professional development. Beyond just implementation, teachers are tasked with localising CLIL to fit China’s unique educational context. Yet, the professional needs of Chinese CLIL teachers remain largely unexplored. Through an interpretivist lens, this study delves into the tensions faced by these educators and unveils their pressing needs. Guided by the Cultural-Historical Activity Theory, our research unveils a landscape marked by a scarcity of professional development opportunities. We dissect the findings into pivotal areas: hurdles in accessing essential tools, forging collaborations with institutional and academic partners, navigating conflicting self-expectations and institutional demands, and juggling myriad roles within educational institutions. This inquiry casts a spotlight on the intricate world of professional development for Chinese CLIL teachers, advocating for targeted solutions to address their needs.

Twenty-five years of change laboratories in schools: a critical and formative review

ABSTRACT Transformation, learning and research come together in educational action research. Change Laboratories (CLs) are a distinctive approach to action research grounded in Cultural-Historical Activity Theory (CHAT). CLs seek to go beyond technical change, oriented instead to systemic and ideologically driven transformation. However, there have been few reviews of CL research, none focused on education. This paper reports a review of 55 studies using CLs or sibling approaches involving schools. It finds that CLs have been applied to diverse problems including pedagogical practice development, initial teacher education and collaboration across school boundaries. Wider issues of equity, inclusion and justice are present but not ubiquitous in this work. Theoretical references focus on expansive learning, activity systems and double stimulation, with growing use of wider concepts from within and beyond CHAT, including Southern and Indigenous epistemologies. Critical reflection of these findings informs seven fronts for future development in CLs to strengthen their contribution to educational action research: participation, beyond-technical change, enduring change, epistemic justice, addressing grand challenges, resistance, and reporting.

(Re)constructing and (re)negotiating identities: A case study of postsecondary language teachers and social justice education

AbstractThis study explores the identity formation of two postsecondary language teachers and course coordinators—one in German and one in French—as they created intermediate‐level, content‐based social justice curricular units for a multiyear project. Using a multiple‐case‐study methodology and cultural–historical activity theory, this qualitative investigation answers the following research question: How do experienced postsecondary language teachers (re)construct and (re)negotiate their identities while developing social justice teaching materials? Findings, based on multicycle descriptive coding, reveal that participants’ past experiences, personal values, feelings of self‐doubt, and positionality as content‐based language teachers influenced their language teacher identity, as did tensions within and across three activity systems: the curriculum development project, classroom teaching, and the coordination of multisection courses. These findings have important implications for teacher professional development and community building related to social justice in language education.

The Mindful Interactions (MI) tool: promoting student mental health in tertiary education

This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: understandings to provide theoretical guidance which inform pedagogy, practices to provide strategies for translating theory into practice, and guiding principles which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two ‘approaches’ (the ‘Three Pillars of Trauma-informed Care’ and ‘Trust Based Relational Intervention’) along with associated trauma literature underpinned the development of the MI tool.

Bridging School and Practice? Barriers to the Integration of ‘Boundary Objects’ for Learning and Assessment in Clinical Nursing Education

Introduction: In clinical health professions education, portfolios, assignments and assessment standards are used to enhance learning. When these tools fulfill a bridging function between school and practice, they can be considered ‘boundary objects’. In the clinical setting, these tools may be experienced as time-consuming and lacking value. This study aimed to investigate the barriers to the integration of boundary objects for learning and assessment from a Cultural-Historical Activity Theory (CHAT) perspective in clinical nursing education. Methods: Nineteen interviews and five observations were conducted with team leads, clinical educators, supervisors, students, and teachers to obtain insight into intentions and use of boundary objects for learning and assessment. Boundary objects (assessment standards, assignments, feedback/reflection/patient care/development plan templates) were collected. The data collection and thematic analysis were guided by CHAT. Results: Barriers to the integration of boundary objects included: a) conflicting requirements in clinical competency monitoring and assessment, b) different application of analytical skills, and c) incomplete integration of boundary objects for self-regulated learning into supervision practice. These barriers were amplified by the simultaneous use of boundary objects for learning and assessment. Underlying contradictions included different objectives between school and practice, and tensions between the distribution of labor in the clinical setting and school’s rules. Discussion: School and practice have both convergent and divergent priorities around students’ clinical learning. Boundary objects can promote continuity in learning and increase students’ understanding of clinical practice. However, effective integration requires for flexible rules that allow for collaborative learning around patient care.

Bridging School and Practice? Barriers to the Integration of 'Boundary Objects' for Learning and Assessment in Clinical Nursing Education.

In clinical health professions education, portfolios, assignments and assessment standards are used to enhance learning. When these tools fulfill a bridging function between school and practice, they can be considered 'boundary objects'. In the clinical setting, these tools may be experienced as time-consuming and lacking value. This study aimed to investigate the barriers to the integration of boundary objects for learning and assessment from a Cultural-Historical Activity Theory (CHAT) perspective in clinical nursing education. Nineteen interviews and five observations were conducted with team leads, clinical educators, supervisors, students, and teachers to obtain insight into intentions and use of boundary objects for learning and assessment. Boundary objects (assessment standards, assignments, feedback/reflection/patient care/development plan templates) were collected. The data collection and thematic analysis were guided by CHAT. Barriers to the integration of boundary objects included: a) conflicting requirements in clinical competency monitoring and assessment, b) different application of analytical skills, and c) incomplete integration of boundary objects for self-regulated learning into supervision practice. These barriers were amplified by the simultaneous use of boundary objects for learning and assessment. Underlying contradictions included different objectives between school and practice, and tensions between the distribution of labor in the clinical setting and school's rules. School and practice have both convergent and divergent priorities around students' clinical learning. Boundary objects can promote continuity in learning and increase students' understanding of clinical practice. However, effective integration requires for flexible rules that allow for collaborative learning around patient care.

Crossing Between Clinical Work and Scholarly Publishing: Early-Career Neurosurgeons as Clinician-Researchers

Medical professionals who assume multiple roles as clinicians and researchers are commonly found in hospitals worldwide. Likewise, in many Chinese hospitals, particularly among early-career medical professionals with MD and PhD degrees, active engagement in both clinical practice and scientific research is expected. In the current ethnographic study, the cultural-historical activity theory is used to explore how three early-career neurosurgeons at a tier-one northern Chinese hospital conduct and write research for publishing in Science Citation Index (SCI)-indexed journals in addition to handling their heavy clinical workload. Drawing on multiple sources of qualitative data, including semi-structured interviews, two-week naturalistic observations, field notes, photographs, and daily activity logs with three neurosurgeons, the study findings highlight Chinese neurosurgeons conduct and write up their research using patient data and collaborating with laboratories while seeking academic language editing and peer feedback. Ethical considerations of clinician-researchers’ scholarly publishing process, implications for researching medical professionals’ boundary crossings, and future research directions are also discussed.

K-nearest neighbor based on exploratory data analysis of curriculum models of Chinese early childhood education

This research examines the unique Chinese approaches to implementing the Early Childhood Curriculum (ECC) in Shenzhen and Hong Kong, drawing on School-based Curriculum Development (SBCD) studies. A total of 200 administrators and teachers were interviewed in total, and transcripts from those interviews were examined, cross-checked, and assessed using document analysis and classroom observation. Through interviews that have been conducted by administrators and teachers analyzed by document analysis and classroom observation, the influence of Chinese culture on ECC implementation is explored using the Cultural-Historical Activity Theory (CHAT). An exploratory, inferential, and descriptive statistical approach evaluates the sociocultural mechanism of ECC in Chinese society. The proposed framework utilizes K-Nearest Neighbor (KNN) regression analysis to illustrate how social development leads to cultural fusion and conflicts. The overall sociocultural framework promotes cultural growth and inheritance in China's early childhood education settings.

Using formative interventions to study emerging technologies in construction practices: the case of the Ground Penetrating Radar

The potential impact of emerging technologies is challenging for construction management researchers to study, as these technologies have yet to become embedded in current organisational practices. Cultural-Historical Activity Theory (CHAT) offers a method called formative interventions that may assist in this challenge. However, existing formative intervention methods are not adequately tailored to the study of emerging technologies, necessitating a more immersive engagement of the researcher-interventionist. This article proposes a renewed participatory take on the role of the researcher-interventionist and outlines the actions that researchers can undertake to investigate the future impacts of emerging technology. Specifically, we describe the interventionist role through a study of utility detection activities in which we intervened with emerging Ground Penetrating Radar (GPR) technology at twelve construction sites. We analysed our role through an inductive coding approach using interviews and field visit data. Our findings reveal five interventionist action types for intervention studies with emerging technology. These include shaping conditions, exposing tensions, supporting problem resolution, operating tools, and facilitating reflection. The action types prompted subjects to reevaluate elements of the activity system and helped describe three potential future activity systems that integrated GPR as a new tool. These findings demonstrate that a participatory take on formative interventions provides a potent means to unveil possible activity systems incorporating emerging technologies. We contribute five formal intervention action types to the literature that equip interventionist researchers with methodological tools to use CHAT in a practice-based study of emerging technologies on construction sites.

Understanding the onto-semiotic approach in mathematics education through the lens of the cultural historical activity theory

AbstractResearch in mathematics education can be understood as a system of activities addressing the basic and applied problems related to teaching and learning of mathematics. Such a system includes the activities of foundation, planning, implementation, evaluation of mathematics instruction, and teacher professional development, which are supported by different theories. This diversity of theories raises interest in their comparison, coordination, and possible integration. The paper aims to present a case of application of the Cultural Historical Activity Theory (CHAT), in its 3rd and 4th generation versions, to analyze the emergence of the Onto-semiotic Approach to mathematical knowledge and instruction as a theoretical framework that addresses the study of the five partial activities mentioned above. This use of the CHAT can be useful in studies on theory articulation by focusing not only on the subjects, the object, and the instruments but also on the community context, the ecological-normative environment in which these activities take place, and the dilemmas or contradictions between theories.

Perezhivanie-agency dialectic: Examining Vietnamese EFL educators’ experiences and negotiation of dramatic classroom events

Tensions and conflicts are common in teachers' everyday professional lives, yet research on how these experiences influence pedagogical decisions and teacher agency remains limited. This study employs a broad sociocultural perspective, integrating cultural-historical activity theory (CHAT) and Vygotsky's concept of perezhivanie, to examine how two Vietnamese English-as-a-Foreign-Language (EFL) educators responded agentively to emotionally charged events. Data were collected through semi-structured interviews and reflective journals, and analyzed using qualitative content analysis. The findings of the study illustrate that mismatches between educators' expectations and students' behaviors not only underpin educators' negative emotions and cognitive responses but also catalyze a cycle of reflection, which subsequently leads to modifications in teaching practices and strengthens educators' agency. This study underscores the complex interplay between teachers' experiences of dramatic events and their agency, highlighting the importance of equipping educators with the necessary knowledge and skills to constructively manage difficult emotions and enhance their problem-solving capabilities. This study exemplifies a critical integration through the development of Integrative Cultural-Historical Activity Theory (iCHAT), which synergistically combines elements of CHAT and Vygotsky's perezhivanie, providing a robust framework to investigate a range of complex phenomena beyond teacher agency in diverse educational and cultural contexts.

New roles for science teachers: A cultural-historical activity theory intervention to support education for health, wellbeing, and citizenship

For formal education to play a significant role in efforts for sustainable development, teachers must assume new roles, transform their beliefs about the essence of teaching and learning, and implement innovative pedagogies. Through a multiple-case study methodology, three patterns of shifts were identified in the beliefs of twelve high-school biology teachers who participated in a cultural-historical activity theory intervention aimed at supporting their transformative agency. These patterns corresponded with the tensions the teachers experienced and the mediating tools appropriated. These results highlight the role of contradictions and mediating tools when aiming for educational reforms to support health, well-being, and citizenship.

Using cultural-historical activity theory to describe a university-wide blended learning initiative

Institution-wide evaluations of Blended Learning implementations are rare. Even less common are evaluations that report the sociocultural context of the implementation. Recently, an Australian university in the western region of Victoria embarked on an initiative to blend all course units over a three-year period. Stemming from a rigorous analysis of reporting documents and participantresearcher observations, an attempt has been made to describe the sociocultural context of this blended learning initiative through the lens of Engestrom’s Cultural-historical Activity Theory (CHAT). This description, along with the challenges surfaced will serve as a precursor to the university-wide impact evaluation of this blended learning initiative. The objective of the analysis was to reify the complex processes, intricate relationships and dynamic environmental elements, which tend not to be captured by impact evaluations. Understanding what exactly is going on will enable the University to situate evaluation findings in the context of factors that might have helped or hampered the achievement of outcomes, and remediate process-related problems in a timely manner. Amidst the flurry of focused and coordinated blended learning activities, eight key process-related challenges emerged: Staff Capacity, Engagement, Deployment, Workload, Technological Issues, Project Management, Communication and Unit Stability. These challenges could potentially make or break ‘the Blend’ if not adequately addressed. This paper highlights the value of process evaluations for online and blended learning implementations and argues for such evaluations to be grounded in ontological realities reflected on accountability reports and observational data.

Reading in Relation: Youth Mentors and Adults Co-Constructing Teaching and Learning in a High School Literacy Classroom

Most schools operate as hierarchical structures, where adult stakeholders largely dictate what counts as knowledge and how to teach it. While previous scholarship has documented the promise of youth-led initiatives to trouble hierarchical structures, these explorations tend to occur outside of schools and do not typically account for the kinds of changes in relations between youth and adults necessary to disrupt hierarchical structures from within. Using third-generation cultural-historical activity theory as our theoretical framework, in this study we explore the shifts in subject-subject relations that emerged as high school youth literacy mentors, their teacher, and university researchers participated in iterative processes of co-configuration to open up new possibilities for literacy learning at their public school. We examine how youth mentors and adults co-designed and co-taught the Literacy Mentorship Class (LMC) while increasingly engaging contradictions as double binds within the Literacy Mentorship Debrief (LMD). We trace how evolving subject-subject relations in the LMD contributed to shifts in divisions of labor, rules, objects, and mediating artifacts in and beyond the LMC. Ultimately, we propose debriefs as a set of reflective practices to facilitate future possibilities for co-configuration among youth and adults that can be responsive to the particularities of any school community.

Gender Dynamics in STEM Fields: Women's Experiences in Different Cultural Contexts

Purpose: The general aim of this study was to explore gender dynamics in STEM fields particularly, women’s experiences in different cultural contexts. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the gender dynamics in STEM fields. Through a comparative analysis across diverse cultural settings, significant variations in women's experiences in STEM were revealed, with some societies demonstrating greater gender equity and support for women. However, persistent disparities and challenges related to cultural norms and gender roles were observed in others. The research underscored the intersectional nature of gender dynamics in STEM, emphasizing the interconnectedness of gender with other dimensions of identity such as race and ethnicity. Additionally, cultural stereotypes and societal expectations were identified as significant barriers to women's participation and advancement in STEM fields. The findings underscored the importance of context-specific approaches to promoting gender equity in STEM and highlighted the need for challenging stereotypes and fostering inclusive environments for women in STEM fields globally. Unique Contribution to Theory, Practice and Policy: Social Cognitive Career theory (SCCT), intersectionality theory and Cultural-Historical Activity theory (CHAT) may be used to anchor future studies on gender dynamics in STEM fields. The study provided valuable recommendations with significant implications for theory, practice, and policy. It contributed to theoretical advancements by highlighting the intersectional nature of gender dynamics in STEM, offering practical recommendations for stakeholders in education and workforce development, and suggesting policy interventions aimed at promoting gender equity in STEM fields. The study emphasized the importance of organizational change, global collaboration, and continuous evaluation and improvement in advancing gender equity in STEM. By implementing these recommendations, stakeholders could work towards creating more equitable and inclusive environments where women could thrive and contribute meaningfully to STEM fields worldwide.

Emerging tensions around learning with LLM-based chatbots

This paper investigates the tensions introduced by the introduction of large language model (LLM)-based chatbots in higher education, particularly within a distance university that embraces a networked learning approach. LLM-based chatbots such as ChatGPT are applications that simulate conversations with humans, powered by AI-trained large language models. The study is grounded in a socio-material perspective, considering the digital as inherently intertwined with social, material, and broader contextual factors. Utilising cultural-historical activity theory (CHAT) as a framework, the research examines the changing human-technology relationship and the emerging tensions within the learning activity system.A survey conducted in Spring 2023 at OnlineUni (name changed) revealed that while students appreciate the immediate, personalised responses from LLM-based chatbots, there is significant distrust in the output, and they raised concerns about the quality of learning and the value of their diplomas. Teachers share these concerns and question the evolving roles and responsibilities in education due to such chatbots. The survey, which included responses from 584 students and 171 teachers, highlighted the use of LLM-based chatbots for various purposes, such as obtaining quick answers to generating content, and underscored the need for support in integrating them into learning and professional activities.The CHAT framework allows for an analysis of the activity system, identifying tensions in tool mediation, division of labour, and rules. Students are grappling with the balance between human and AI contributions to learning, the potential for chatbots to undermine the learning process, and the need for clear guidelines on using these technologies. The paper discusses the implications of these tensions on the learning objectives, the role of the community, and the division of labour within the educational setting.The findings suggest that the introduction of LLM-based chatbots is forcing a re-evaluation of what should be taught and how learning could be facilitated. There is a call for critical AI literacy and a better understanding of the redefinition of the division of labour between students, AI, and the community. The study highlights the necessity for collaborative rule-making to navigate the complexities of integrating LLM-based chatbots into higher education, ensuring fairness and accessibility while maintaining the quality of learning.In conclusion, the paper emphasises the need for ongoing research to understand the evolving dynamics of human and non-human actors in the learning process. It calls for a closer examination of the interactions within the learning activity system, particularly the instrumental genesis of student-tool relationships, to inform the development of pedagogical strategies that leverage the capabilities of LLM-based chatbots without compromising the collaborative values of education.

Emerging tensions around learning with LLM-based chatbots

This paper investigates the tensions introduced by the introduction of large language model (LLM)-based chatbots in higher education, particularly within a distance university that embraces a networked learning approach. LLM-based chatbots such as ChatGPT are applications that simulate conversations with humans, powered by AI-trained large language models. The study is grounded in a socio-material perspective, considering the digital as inherently intertwined with social, material, and broader contextual factors. Utilising cultural-historical activity theory (CHAT) as a framework, the research examines the changing human-technology relationship and the emerging tensions within the learning activity system.A survey conducted in Spring 2023 at OnlineUni (name changed) revealed that while students appreciate the immediate, personalised responses from LLM-based chatbots, there is significant distrust in the output, and they raised concerns about the quality of learning and the value of their diplomas. Teachers share these concerns and question the evolving roles and responsibilities in education due to such chatbots. The survey, which included responses from 584 students and 171 teachers, highlighted the use of LLM-based chatbots for various purposes, such as obtaining quick answers to generating content, and underscored the need for support in integrating them into learning and professional activities.The CHAT framework allows for an analysis of the activity system, identifying tensions in tool mediation, division of labour, and rules. Students are grappling with the balance between human and AI contributions to learning, the potential for chatbots to undermine the learning process, and the need for clear guidelines on using these technologies. The paper discusses the implications of these tensions on the learning objectives, the role of the community, and the division of labour within the educational setting.The findings suggest that the introduction of LLM-based chatbots is forcing a re-evaluation of what should be taught and how learning could be facilitated. There is a call for critical AI literacy and a better understanding of the redefinition of the division of labour between students, AI, and the community. The study highlights the necessity for collaborative rule-making to navigate the complexities of integrating LLM-based chatbots into higher education, ensuring fairness and accessibility while maintaining the quality of learning.In conclusion, the paper emphasises the need for ongoing research to understand the evolving dynamics of human and non-human actors in the learning process. It calls for a closer examination of the interactions within the learning activity system, particularly the instrumental genesis of student-tool relationships, to inform the development of pedagogical strategies that leverage the capabilities of LLM-based chatbots without compromising the collaborative values of education.

The work performed through interprofessional meeting discourse: an observational study

ABSTRACT The effectiveness of work performed through interprofessional practice is contingent on the nature and extent of communication between professionals. To date, there is little research exploring how the patterns of communication may impact interprofessional work. This study focused on communication during interprofessional meetings to better understand the interprofessional work performed through these encounters. Specifically, it examined how interactional discourse, that is, the patterns of language, influenced work performed during interprofessional meetings. A series of four interprofessional meetings in a rehabilitation unit were observed. Twenty-one participants were observed, including medical, nursing, allied health clinicians, and health professions students. Follow-up stimulated-recall interviews were conducted with five meeting participants. The data collection consisted of video and audio recordings and detailed field notes. Data were analyzed using a combination of genre analysis, a form of discourse analysis, and activity system analysis, drawing on Cultural Historical Activity Theory. This facilitated an in-depth examination of the structure of discourse and its influence on meeting outcomes. The meeting structure was defined and predictable. Two distinct forms of discourse were identified and labeled scripted and unscripted. Scripted discourse was prompted by standardized documents and facilitated the completion of organizational work. In contrast, unscripted discourse was spontaneous dialogue used to co-construct knowledge and contributed to collaboration. There was constant shifting between scripted and unscripted discourse throughout meetings which was orchestrated by experienced clinicians. Rather than fragmenting the discussion, this shifting enabled shared decision making. This research provides further insights into the interprofessional work performed during interprofessional meetings. The scripted discourse was highly influenced by artifacts (communication tools) in meetings, and these were used to ensure organizational imperatives were met. Unscripted discourse facilitated not only new insights and decisions but also social cohesion that may influence work within and outside the meeting.

Pengajaran Bahasa Berdasarkan Teori Aktivitas Budaya Engeström: Integrasi Konteks Budaya dalam Pembelajaran Bahasa

This article presents a language teaching framework for understanding how human activities can be influenced by social and cultural contexts. This is because effective language teaching does not only understand the structure and vocabulary, but also understands the cultural context in which the language is used. To understand this, this research uses Engeström's 'Cultural Historical Activity Theory' with a qualitative descriptive analytical approach method, with several research steps, First: Identifying Data. Second: Collecting Data. Third: Analyzing Data. Fourth: Synthesis and Interpretation. For this reason, the aim of this research is to discuss the importance of cultural aspects in language teaching and how this approach can improve students' language skills and cultural understanding. The findings of this research indicate that Engeström's culturally-based activity theory can enhance communication skills through language teaching within cultural contexts. Consequently, students can serve as a positive force in fostering cross-cultural communication competence.

The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis

According to Vygotsky’s cultural-historical activity theory, pretend play can be an important context for the development of children’s social competence. The aim of this meta-analysis was to synthesize the current evidence about the relation between pretend play and social competence in early childhood (age 3–8 years). A systematic literature search of PsycINFO, ERIC, and Web of Science identified a total of 34 relevant empirical studies. The included studies were systematically coded and categorized for pretend play and social competence. Overall, the findings of this meta-analysis reveal a positive relation between pretend play and social competence, irrespective of how the latter was measured. The relation between pretend play and social competence was slightly negatively impacted by children’s age, suggesting that the relation weakens as children get older. Studies measuring the amount of pretend play found lower correlations between pretend play and social competence than studies measuring the quality of pretend play. Most included studies adopted a cross-sectional design, so claims about causal effects could not be supported. Future research is required to determine the direction of causality and potential mechanisms that may explain the relation between pretend play and social competence.