Expansive Learning Actions for Leadership in a Teacher Training School’s Change Laboratory
Hyrkkö, Sakari; Kajamaa, Anu (2025-04-23)
Taylor & Francis
23.04.2025
Hyrkkö, S., & Kajamaa, A. (2025). Expansive learning actions for leadership in a teacher training school’s Change Laboratory. Mind, Culture, and Activity, 1–18. https://doi.org/10.1080/10749039.2025.2491543
https://creativecommons.org/licenses/by/4.0/
© 2025 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2025 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202505083152
https://urn.fi/URN:NBN:fi:oulu-202505083152
Tiivistelmä
Abstract
Drawing from cultural-historical activity theory and the theory of expansive learning, our study investigates an expansive learning process in a Change Laboratory intervention in a Finnish teacher training elementary school, facing a transformational curriculum reform. New subtypes of expansive learning actions and a novel analytical category within expansive learning are induced, employed and discussed for a more nuanced understanding of the learning process in which the participants tackled a contradiction between historically formed individualistic teacher-autonomy vs. collectivistic curricular demands of collaboration and interdisciplinarity. As an outcome, a model of distributed leadership was produced and later implemented as new school practice.
Drawing from cultural-historical activity theory and the theory of expansive learning, our study investigates an expansive learning process in a Change Laboratory intervention in a Finnish teacher training elementary school, facing a transformational curriculum reform. New subtypes of expansive learning actions and a novel analytical category within expansive learning are induced, employed and discussed for a more nuanced understanding of the learning process in which the participants tackled a contradiction between historically formed individualistic teacher-autonomy vs. collectivistic curricular demands of collaboration and interdisciplinarity. As an outcome, a model of distributed leadership was produced and later implemented as new school practice.
Kokoelmat
- Avoin saatavuus [37689]
Ellei muuten mainita, aineiston lisenssi on https://creativecommons.org/licenses/by/4.0/