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Learning in and for cross-school working


Reference:

Daniels, H., Leadbetter, J., Soares, A. and MacNab, N., 2007. Learning in and for cross-school working. Oxford Review of Education, 33 (2), pp. 125-142.

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Official URL:

http://dx.doi.org/10.1080/03054980701259469

Abstract

In this study we report some of the outcomes of a study of professional learning that took place in cross school partnerships as they worked towards promoting creativity in schools. The methodology developed by Engestroumlm and his colleagues at The Centre for Developmental Work Research in Helsinki was adopted. This form of intervention involves the preparation and facilitation of workshops in which the underlying structural contradictions that are in play in emergent activities are highlighted and articulated in such a way that participants may engage with what may otherwise remain hidden and unexamined tensions. This approach is based on the writings of the early 20th-century Russian school of social scientists—Vygotsky, Luria and Leontiev. A principal claim is that the development of creativity requires tools and contexts for such innovatory forms of practice. This study suggests that this claim is a partial representation of the development of creative activity.

Details

Item Type Articles
CreatorsDaniels, H., Leadbetter, J., Soares, A. and MacNab, N.
DOI10.1080/03054980701259469
DepartmentsFaculty of Humanities & Social Sciences > Education
RefereedYes
StatusPublished
ID Code10395

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