Activity Theory in Education

Research and Practice

  • Editors
  • Dilani S. P. Gedera
  • P. John Williams

Table of contents

  1. Front Matter
    Pages i-xi
  2. Empirical Research on using Activity Theory in Analysing Students’ and Teachers’ Experiences of Learning and Teaching in Face-to-Face, Blended and Fully Online Learning Contexts

    1. Front Matter
      Pages 17-17
    2. Kathrin Otrel-Cass, Karen Egedal Andreasen, Lars Bang
      Pages 35-50
  3. Insights in Identifying Historical and Systemic Tensions in Educational Contexts Using Activity Theory

  4. Understanding Conceptual and Contextual Aspects of Educational Contexts through Activity Theory

  5. Application of Activity Theory in Understanding Teachers’ PCK and Curriculum Development

About this book


Activity Theory in Education: Research and Practice brings together cutting-edge scholars from a number of continents. Through in-depth case studies the authors highlight how Activity Theory is used in education and discuss the theoretical as well as pragmatic use of Activity Theory frameworks in a range of contemporary learning contexts. The first section of the book focuses on empirical research on using Activity Theory in analysing students’ and teachers’ experiences of learning and teaching in face-to-face and online learning contexts. The second section contains insights in identifying historical and systemic tensions in educational contexts using Activity Theory. The third section discusses conceptual and contextual aspects of educational contexts through Activity Theory, and Section four discusses the application of Activity Theory in understanding teachers’ Pedagogical Content Knowledge and curriculum development.

In spite of the widespread and rapidly increasing use of Activity Theory in educational research, few collections of this work are available. Activity Theory in Education: Research and Practice is such a much needed collection of practical experiences, theoretical insights and empirical research findings on the use of Activity Theory in educational settings.” – Yrjö Engeström, Centre for Research on Activity, Development and Learning (CRADLE), The University of Helsinki.


Activity Theory CHAT Contradictions Engeström Vygotsky Leontiev Blended learning systemic tensions curriculum development PCK sustainability technology integration emotion cognition and action distributed leadership teacher unions national testing critical thinking discussion forums

Bibliographic information