# How to form shared objects to enhance university–school collaboration? A cultural–historical activity theory perspective

## TL;DR

This study explores how shared objects can be formed in university-school collaborations to improve teacher development, using a cultural-historical activity theory approach.

## Contribution

The study introduces the 'experimental object' phase in shared object formation and highlights contradictions as drivers of collaboration.

## Key findings

- An 'experimental object' phase was identified in shared object formation.
- Contradictions between concepts, cultures, and routines drive shared object development.
- U–S collaboration is an expansive learning process requiring joint exploration and tool development.

## Abstract

University-school (U–S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U–S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity.

Recordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis.

The findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named “experimental object,” which highlights the significance of experimentation in U–S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine.

The current study implicates that U–S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U–S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.