Les défis de l’innovation selon la théorie de l’activité : le cas de l’école (éloignée) en réseau
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
No Canadian affiliation. An affiliation-only frame — the usual design — would never have seen this work. It is one of the works that make the case for inverting the frame.
The three-model screen
all 1,000 screened works →All three models called this out of scope.
Activity-theory analysis of a networked-school innovation; the object is school teaching and learning, not research.
This studies educational innovation in schools rather than the conduct or governance of research.
Activity-theory analysis of networked school innovation; object is education practice, not research.
Abstract
Cet article examine les defis de l’innovation en milieu scolaire partant de la theorie de l’activite, plus precisement du cadre conceptuel d’Engestrom (1987, 2015). L’innovation etudiee, soit l’ecole (eloignee) en reseau (2002-2017), incluait dans son dispositif les modeles de la communaute d’apprentissage, de la communaute d’elaboration de connaissances et de la communaute de pratique. Differents systemes d’activite en interaction sont analyses afin de reperer les tensions relatives a ces modeles qui ont pose des defis particuliers lors de la mise en oeuvre de ce dispositif novateur. En matiere de mise a l’echelle, le cadre d’analyse de Coburn (2003), bonifie par Dede (2006), est utilise.
Stored with the screening record, where it is evidence for the labels above.
The record
- Venue
- Canadian Journal of Education / Revue canadienne de l éducation
- Topic
- Education, sociology, and vocational training
- Field
- Social Sciences
- Canadian institutions
- —
- Funders
- —
- Keywords
- HumanitiesPhilosophyPolitical science
- Has abstract in OpenAlex
- yes