Expansive learning in a change laboratory intervention for teachers

Abstract The theory of Expansive learning and the change laboratory (CL) methodology has been developed applied in many studies on workplace educational change. There are fewer made small-scale interventions, exploring longitudinal development expansive an effort. This article examines a CL intervention performed upper secondary school Sweden, with small group teachers engaged participatory design project. By identifying analysing relationship seven actions posited by learning, aim was to contribute discussion empirical usability theory. results showed that functioned as analytical tools map development, but analysis also deviations, disruptions occurrence practical process. challenge notions cyclicity ascension learning. Cyclicity might be desirable not necessary for which questions need first grasp problem at conceptual level before generating concrete solutions. Findings this study suggests opposite; entanglement parallel movement between abstract driving force new curricular units.