AUTHOR=Laferrière Thérèse 
  
TITLE=Boundary Crossings Resulting in Active Learning in Preservice Teacher Education: A CHAT Analysis Revealing the Tensions and Springboards Between Partners
  
JOURNAL=Frontiers in ICT
  
VOLUME=Volume 5 - 2018
  
YEAR=2018
  
URL=https://www.frontiersin.org/journals/ict/articles/10.3389/fict.2018.00022
  
DOI=10.3389/fict.2018.00022
  
ISSN=2297-198X
  
ABSTRACT=We present the results of a twenty-year long university-school partnership in which pre-service teachers collaborated with cooperative teachers and peers during their field experiences (practicums). The partnership evolved as a design experiment. Papers presented at AERA but never submitted to a research journal were revisited applying cultural-historical activity theory to understand the university-school partnership’s activity in terms of motive/object, instruments, community, roles, and rules/policies. We point to tensions that manifested contradictions between activity systems. Suggestions for boundary crossing when field experiences are part of an undergraduate program are made.