Understanding the role of objects in cross-disciplinary collaboration

In this paper we make a case for the use of multiple theoretical perspectives – theory on boundary objects, epistemic objects, cultural historical activity theory and objects as infrastructure - to understand the role of objects in cross-disciplinary collaboration. A pluralist approach highlights that objects perform at least three types of work in this context: they motivate collaboration; they allow participants to work across different types of boundaries; and they constitute the fundamental infrastructure of the activity. Building on the results of an empirical study we illustrate the insights that each theoretical lens affords into practices of collaboration and develop a novel analytical framework that organizes objects according to the active work they perform. Our framework can help shed new light on the phenomenon, especially with regards the shifting status of objects and sources of conflict (and change) in collaboration. After discussing these novel insights, we outline directions for future research stemming from a pluralist approach. We conclude by noting the managerial implications of our finding

Activity theory, complexity and sports coaching: An epistemology for a discipline

The aim of this article is two-fold. Firstly, it is to advance the case for Activity Theory (AT) as a credible and alternative lens to view and research sports coaching. Secondly, it is to position this assertion within the wider debate about the epistemology of coaching. Following a framing introduction, a more comprehensive review of the development and current conceptualisation of AT is given. Here, AT’s evolution through three distinct phases and related theorists, namely Vygotsky, Leont’ev and Engeström, is initially traced. This gives way to a more detailed explanation of AT’s principal conceptual components, including ‘object’, ‘subject’, ‘tools’ (mediating artefacts), ‘rules’, a ‘community’ and a ‘division of labour’. An example is then presented from empirical work illustrating how AT can be used as a means to research sports coaching. The penultimate section locates such thinking within coaching’s current ‘epistemological debate; arguing that the coaching ‘self’ is not an autonomous individual, but a relative part of social and cultural arrangements. Finally, a conclusion summarises the main points made, particularly in terms in presenting the grounding constructivist epistemology of AT as a potential way forward for sports coaching

The discipline of noticing as a path to understanding

This paper explores the application of the ‘discipline of noticing’ in a UK-based teacher development programme designed to enable primary school teachers to develop a deeper understanding of their pedagogical subject knowledge within mathematics, primarily through researching their practice and developing a critical reflexivity. The researchers involved in this study focused on ‘noticing’ as a support for ‘researching from the inside’, in which the practitioner records microincidents in the classroom which have particular salience for them. Subsequent reflection aims to facilitate a drawing back from immediate practice and enabling teachers to see things they have previously overlooked, or have become habituated to see. Focusing on a case study of one teacher participant, this paper explores how the discipline of noticing enables the development of a ‘third space’ in which teacher and researcher roles become hybridised. We argue that teacher empowerment and change is sustained within and beyond the researched context through an emergent participant perspective which enables context-sensitivity and a response to learner identities and local knowledges in the pursuit of particular social justice concerns

Project management between will and representation

This article challenges some deep-rooted assumptions of project management. Inspired by the work of the German philosopher, Arthur Schopenhauer, it calls for looking at projects through two complementary lenses: one that accounts for cognitive and representational aspects and one that accounts for material and volitional aspects. Understanding the many ways in which these aspects transpire and interact in projects sheds new light on project organizations, as imperfect and fragile representations that chase a shifting nexus of intractable human, social, technical, and material processes. This, in turn, can bring about a new grasp of notions such as value,\ud knowledge, complexity, and risk

Young Children Learning Languages in a Multilingual Context

Luxembourg is a trilingual country where residents communicate in Luxembourgish, French and German concurrently. Children therefore study these languages at primary school. In this paper I explore how six eight-year-old Luxembourgish children use and learn German, French and English in formal and informal settings over a period of one year. Their eagerness to learn and use German and English contrasted with their cautious and formal approach to the learning of French. My findings demonstrate that second language learning in a multilingual country is not an 'automatic' or 'natural' process but, rather, children's language behaviour depends on their personal goals, interests, competence, confidence and understanding of what counts as appropriate language use. These factors are influenced by the formal approach to language learning at school

Competences of Mathematics Teachers in Diagnosing Teaching Situations and Offering Feedback to Students:Specificity, Consistency and Reification of Pedagogical and Mathematical Discourses

In the study we report in this chapter, we investigate the competences of mathematics pre- and in-service teachers in diagnosing situations pertaining to mathematics teaching and in offering feedback to the students at the heart of said situations. To this aim we deploy a research design that involves engaging teachers with situation-specific tasks in which we invite participants to: solve a mathematical problem; examine a (fictional yet research-informed) solution proposed by a student in class and a (fictional yet research-informed) teacher response to the student; and, describe the approach they themselves would adopt in this classroom situation. Participants were 23 mathematics graduates enrolled in a post-graduate mathematics education programme, many already in-service teachers. They responded to a task that involved debating the identification of a tangent line at an inflection point of a cubic function through resorting to the formal definition of tangency or the function graph. Analysis of their written responses to the task revealed a great variation in the participants’ diagnosing and addressing of teaching issues – in this case involving the role of visualisation in mathematical reasoning. We describe this variation in terms of a typology of four interrelated characteristics that emerged from the data analysis: consistency between stated beliefs/knowledge and intended practice, specificity of the response to the given classroom situation, reification of pedagogical discourses, and reification of mathematical discourses. We propose that deploying the theoretical construct of these characteristics in tandem with our situation-specific task design can contribute towards the identification – as well as reflection upon and development – of mathematics teachers’ diagnostic competences in teacher education and professional development programmes

Teaching Writing: a situated dynamic

publication-status: Publishedtypes: ArticleThe paper is theoretically grounded in Cultural Historical Activity Theory (CHAT) which holds that human development is founded within participation in social and cultural practices. In particular, the teaching of literacy is shaped not only by the curriculum as designated by policy makers and the institution in which it is located but also by the individuals’ understanding of what literacy and learning involves and how they act to achieve their goals. The paper explores data from a project that investigated the relationship between classroom talk and the teaching of writing in six early years classrooms. Participants’ own understandings of teaching and learning need to be taken into account by researchers and policy makers. CHAT has been used to explore the dynamic relationship between activity at societal, institutional and individual levels. It is argued that researchers and policy makers need to take account of the wider socio-cultural context in planning and evaluating curriculum development initiatives