TedSChat: Teacher education and Schools using Cultural historical activity theory

Research – Department of Teacher Education

TedSChat: Teacher education and Schools using Cultural historical activity theory

Background and aim

Cultural Historical Activity Theory (CHAT) provides direction for both development and research and are therefore appropriate in collaboration between researchers and schools when the aim is to develop practice in schools. In the context of CHAT, the researcher is called a formative interventionist researcher, meaning that the role of teacher educators as formative interventionist researchers is to provoke and sustain an extensive transformation process led and owned by leaders and teachers. During development work research (DWR) findings are used to give direction to further development processes. CHAT presents models that can be used as development tools. The aim of the research group is to develop a methodological competence that can connect research and development in DWR, and thus develop a research role that is called for in Lærerutdanning 2025. Nasjonal strategi for kvalitet og samarbeid i lærerutdanningene [Teacher Education 2025. National strategy for quality and collaboration in teacher education institutions (Ministry of Education, 2017), and, furthermore, publish findings from DWR. The intended result is the members’ competence, qualifications and positions in the teacher education institution.

Current activities

Four of the members in the group (Anne Berit Emstad, Vivi Nilssen, May Britt Postholm and Lise V. Sandvik) are also members of a national group lead by May Britt Postholm. In this national group there are member from North University, Queen Maud University College and UiT The Arctic University of Norway. This national group will arrange the Nordic ISCAR conference in Trondheim, 18.-20. June, 2018.

The members of TedSChat have a Phd or are on their way to finish their theses. With such qualifications we aim for external projects, and will submit an application to the Norwegian Research Council 10. October. Four of the members in the group will work in this project if we get funding, and we will collaborate with schools in one municipality, altogether six schools from primary to lower secondary level using CHAT as the framework. We will collaborate with researchers at CRADLE, University of Helsinki, and University of Tampere in this project.

As regular activities in the group, we read articles that we discuss, and give feedback on each other’s research activity, from process to product.

Selected publications

Hauge, K. (under review) The researchers role when collaborating with teachers in intervention research. Professional Development in Education.

Hauge, K. (under review) A review of research on teachers` professional development. Cogent Education.

Nilssen, V. (2016). “Who can I Talk to?” The story of a first-year mentor in Norwegian teacher education. NORDVEI – nordisk tidsskrift for veiledningspedagogikk. 1(1), 1-12  

Nilssen, V., & Ristesund, I. (2012). Å få tak i elevers begrepsforståelse – en viktig del av lærerarbeid, en utfordring for lærerstudenten. Tidsskriftet Fou i Praksis, 6(2), 73-90

Nilssen, V. (2010). Guided planning in first-year student teachers’ teaching. Scandinavian Journal of Educational Research. 54(5), 431-449. 

Nilssen, V. (2010). Encouraging the habit of seeing in student teaching. Teaching and Teacher Education, 26(3), 591-598.

Moen, T., Nilssen, V., & Weidemann, N. (2007). An aspect of a teacher’s inclusive educational practice: scaffolding pupils through transitions. Teachers and Teaching: theory and practice. Vol.13, No. 3, June 2007, pp. 269-286.

Nilssen, V., Gudmundsdottir,S. & Wangsmo-Cappelen, V. (1998). Mentoring the Teaching of Multiplication: a case study. European Journal of Teacher Education, 21(1), 29-45.

Postholm, M.P. (2018). Teachers’ Professional Development in School: A Review Study. Cogent Education. https://doi.org/10.1080/2331186X.2018.1522781

Postholm, M.B. (under publication). Research in school. In the framework of cultural historical activity theory. Boston: Brill Academic Publishers.

Postholm, M.P. (in press). Reflective Thinking in Educational Settings: an approach to theory and research on reflection. Educational Research.

Postholm, M.B. (2016).Collaboration between Teacher Educators and Schools to enhance Development. European Journal of Teacher Education, 39(4), 452-470. DOI: 10.1080/02619768.2016.1225717. 

Postholm, M.B., Wæge, K. (2016). Teachers’ learning in school-based development. Educational Research, 58(1), 24-38.

Postholm, M.B. (2015). Methodologies in Cultural-Historical Activity Theory: The example of School-based Development. Educational Research, 57(1), 43-58.