État de publication: Publiée (2018 )
Titre des actes: Education and New Developments
Éditeur: Science Press
Lieu: Budapest, Hongrie
Intervalle de pages: 121-125
Résumé: A plethora of studies link parent-teacher collaboration to children’s learning and persistence in school. To be collaborative, the relationships between parents and teachers must meet the information, support and training needs of families so as to promote parental involvement as well as take into account their socioeconomic differences. The relationships can be very complex especially in the context of learning assessment practices. Since the implementation of the competency-based Quebec Education Program back in 2001, confusion persists with many parents. With the intention of gaining deeper understanding of the challenges parents and teachers face, we propose to revisit our most relevant study findings. This article seeks to show the value of Theory of Expansive Learning grounded in the Cultural-Historical Activity Theory (CHAT) (Engeström, 2007) that focuses on new forms of learning and social practices. Contradictions are identified and analyzed in the two interacting activity systems, the parents’ and the teachers’. They provide a stimulus in helping us to reframe our representation and to guide us in the transformation process that then requires boundary-crossing actions. The Change Laboratory Method is thus introduced as a means that involves the intervention research team and stakeholders active in the problem co-modeling solution process. We hypothesize a two activity systems cross-boundary model in modeling a new solution. Sharing a common object like improving teacher parent collaboration is key to break away and overcome the tensions to cross boundaries together and achieve the targeted outcome ie student’s success.
Théorie de l'activité: