processes and their relation to systemic contradictions in the joint activity

Processes and their relation to systemic

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processes and their relation to systemic contradictions in the joint activity and practitioners ways of handling them. The effect of inner contradictions in the activity system on practitioners’ work and work-related well being. Discursive manifestations of inner contradictions in the activity system in the discussions in Change Laboratory sessions: dilemmas, conflicts, double binds, critical conflicts.
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Conditions and processes of the development of practitioners’ transformative agency 54 Steps and related dilemmas in the process of building joint transformative agency in the Change Laboratory Types of manifestations of participants transformative agency in a Change Laboratory intervention
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55 1. Different dimensions and forms of expansion in the solutions produced in interventions. 2. Forms of expansive learning actions and their sequences: empirically identified variants of the theoretical types, occurrence of various types of expansive learning actions in different phases of the intervention The process of expansive learning
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56 1. Change in the way teachers construct students as the object of their activity Engeström et al.: increase in positive talk about students Sannino: from professional categories (Piaget’s levels/age) to concrete analysis of individuals’ learning problems) Virkkunen et al.: Overcoming dysfunctional student categorization 2. Schaupp: change in managers’ way of explaining as a function of models used: explaining by referring to traits, to relationships and further to the development of a system Changes in participants’ way of thinking from abstract classifications to concrete analysis
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57 The process of formation of a new functional concept of an activity Greeno (2012) calls ‘ functional’ a concept that contributes to the way the practitioners organize their understanding of what they are doing. Such concepts become embedded in the structures and practices of an activity. Engeström et al. have studied the processes of concept formation from three points of view: the vertical and horizontal interaction between competing conceptions in the process, the forms and levels of articulation of a concept and the use of various kinds of models in it, and the processes of embedding and stabilizing the concept.
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Thank you! 58
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59 TED talk Emily Pilloton: Teaching design for change ange#
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