Cultural historical activity and expansive learning theories were employed in a retrospective case study to investigate implementer learning and how knowledge is co-created in the early stage of an inter-agency partnership supported with developmental evaluation. Data collection methods were semi-structured qualitative interviews, evaluator field notes of implementer discursive interactions, evaluator log, and ethnographic program observations. Activity system analyses revealed a primary contraction between organizational independence and interdependence, which inhibited program implementation. Learning as negotiated work with conflicts manifesting from this contradiction evolved implementer perspectives and created a new model of interdependent implementer leadership practice. The mediating role of the developmental evaluator involved both reality testing and serving as a neutral mediating presence that supported implementers importing their resources for problem-solving as expansive learning.

中文翻译：

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发展评价中的实施者学习：文化历史活动理论与扩展学习分析

在一项回顾性案例研究中采用了文化历史活动和扩展学习理论，以调查实施者的学习以及在发展评估支持的机构间伙伴关系的早期阶段如何共同创造知识。数据收集方法是半结构化的定性访谈、实施者话语交互的评估者现场笔记、评估者日志和人种学计划观察。活动系统分析揭示了组织独立性和相互依存性之间的主要收缩，这抑制了计划的实施。学习作为协商工作，冲突从这种矛盾中表现出来，演变了实施者的观点，并创造了相互依存的实施者领导实践的新模式。