Engestrom’s Theory of Activity Used as a Framework for the Analysis of a Long-distance Collaborative Program for Elementary French School Teachers in Training at Iufm (institute for Teacher Training)

Since the school year 20022003, the IUFM of Alsace has provided an on-line training program for its teacher trainees. The trainees gain experience by teaching a class in primary school, using computer technology. This training program provides on-line feed-back, familiarizes our trainees with new techniques and prepares them to use these techniques to improve the way they teach. We encourage our trainees to conceive, use and evaluate a classroom learning situation. We also encourage exchanges and dialog between the trainees and a tutor. Confronting their preconceived ideas with the reality of teaching in a classroom, as well as other people’s points of view enables them to gain valuable knowledge and know-how. The main goal of our research is to try to understand, within this context, which factors support or hinder long-distance collaborative work. The model of activity of Engeström (1987, 1997) provides a conceptual framework which is particularly useful when studying long-distance collaborative work with multiple entries: by subjects, objects, instruments, the division of labor, rules observed, and community. The subject is seldom alone and forms part of the group, a community. When new members arrive they must learn how to use the “distributed knowledge”. The “subject-community” is mediated by the concept of rules, and the “object-community” is mediated by the division of labor. Naturally, tensions and contradictions exist in and between the various poles of the activity and at various levels. This study leads us to draw certain conclusions concerning the evolution of such practices and how to improve them.