Boundary crossing between local schools and web-based learning management systems in teacher education Thurídur Jóhannsdóttir Iceland University of Education First international ISCAR Conference - International Society for cultural and Activity Research. Acting in changing worlds: learning, communication, and minds in intercultural activities. Sevilla September 2005.

Distance learning in teacher education From the perspective of student teachers - working as teachers - in local schools in the Westfjords of Iceland What possibilities are there for the potential development of the local schools (where teacher students live and work) when teacher students are moving between the local schools and the university programme? What possibilities are there for the potential development of the distance education programme (that student teachers are participating in) when teacher students are moving between the distance programme and the local schools?

Focusing on the student teachers as individuals and the activity system in which they are participating The problematic relationship between theoretical or propositional knowledge and practical or procedural knowledge Possible shared object between local schools and teacher education Supporting developmental transfer and expansive learning What and how are student teachers learning as participators in the activity system of the on-line course module? What supports developmental transfer as distance students who work in local schools cross boundaries between systems?

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6 Methods and data Teacher students were visited where they live and were interviewed and observed in their home schools Students’ participation in five on-line course-webs analysed Focus on analyzing what and how - the content and methods Two interacting activity systems are the unit of analysis – school and on-line course What enhances boundary-crossing?

The analyzed on-line courses The courses are part of the initial teacher education programme, for primary and lower secondary teachers Chosen to represent the diversity of knowledge in teacher education Three are part of the core content – taught in second of four years Two are optional courses – one in textile and craft education and one in education of the youngest pupils in primary schools Ethics67 students; 1 teacher Mother language teaching for the youngest pupils 128 students; 5 teachers Spoken language and performance 90 students; 5 teachers Colours and shapes15-20 students; 1 teacher Science and creative art in early childhood education 44 students; 5 teachers

What - content Three themes or contents identified Scientific concepts Working methods and specialized tools in subjects/disciplines The printed curriculum and classroom teaching

“Scientific concepts” What In Vygotskian terms: To replace spontaneous or everyday concepts by “scientific concepts” - be able to participate in professional discourse How Participate in asynchronous discussion on-line The concepts (propositional knowledge) are generally meant to be applied to practical reality in schools Procedural and declarative knowledge

Working methods and use of tools What To be trained in working methods and use of specialized tools in a subject/disciplines which student teachers are learning to teach How Exercises – learning by doing – describing Students sharing their products on-line (and in on- campus sessions) A comment from one of the students: Wow. Great ideas, I had not thought of it that way. There you see how important it is to have an opportunity to communicate. Just to see what the others are doing is an inspiration for one’s own ideas. Good luck. Best regards, Jenny.

Curriculum and classroom teaching What Become familiar with the printed curriculum and learn to plan classroom teaching How Reading – web-discussion – collaboration on teaching plans – sharing ideas on the course-web Sara’s contribution: Sara reflects on the propositional knowledge presented in the course with practical experience Transfering knowledge from one system to another Identifying contradictions – possible change agent

Developmental transfer: What supports developmental transfer as distance students teaching in local schools cross boundaries between the two activity systems? Three different local schools What makes the schools likely to enhance or hinder developmental learning when interacting with the programme?

Collaborative culture Long tradition for being enrolled both initial teacher education and graduate programmes Rules support collaboration Space to try out teaching methods Space for professional discussion Potential change agent that by practice brings forth expansive learning.

More open professional discussion needed One class in each grade – rules do not support collaboration Trying out new ideas in the classroom Gaining self-confidence in parent cooperation Sara is increasing professionalism in her practice

The ‘ideal form’ absent pupils in a fishing village of ca 250 inhabitants 30% of the pupils in the school do not speak Icelandic as their first language problems with the school management neither collaboration nor professional discussion

Figure from the group Workplace Learning and Developmental Transfer in Helsinki

Possible shared object Coherence in working methods between the two interacting activity systems – discussion, collaboration Coherence in “ideal forms” enspiring activity (Van Huizen et al. 2005) Space for performance

Co-configuration exploring the possible shared object Possible shared object enhanche boundary crossing which then can lead to developmental transfer Verloon et al: “practically relevant propositional knowledge” in the university and “propositionally interpreted practical knowledge” in schools.