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

中文翻译：

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教师变革实验室干预中的扩展学习

扩展学习理论和变革实验室 (CL) 方法已被开发并应用于许多关于工作场所学习和教育变革的研究。关于小规模干预的研究较少，探索在教育变革努力中扩展学习的纵向发展。本文研究了在瑞典一所高中进行的 CL 干预，一小群教师参与了一个参与式设计项目。通过识别和分析扩展学习理论提出的七种学习行为之间的关系，目的是有助于讨论 CL 方法论和理论的经验可用性。结果表明，七项广泛的学习行动起到了分析工具的作用，可以绘制教师的学习和发展图，但分析也显示了设计过程中的许多偏差、中断和实际操作的发生。这挑战了扩展学习理论中周期性和提升的概念。循环性可能是可取的，但对于扩展性学习来说不是必需的，扩展性学习质疑在生成具体解决方案之前首先在概念层面掌握问题的必要性。本研究的结果表明恰恰相反；抽象与具体之间的纠缠和平行运动是教师扩大学习和设计新课程单元的动力。循环性可能是可取的，但对于扩展性学习来说不是必需的，扩展性学习质疑在生成具体解决方案之前首先在概念层面掌握问题的必要性。本研究的结果表明恰恰相反；抽象与具体之间的纠缠和平行运动是教师扩大学习和设计新课程单元的动力。循环性可能是可取的，但对于扩展性学习来说不是必需的，扩展性学习质疑在生成具体解决方案之前首先在概念层面上掌握问题的必要性。本研究的结果表明恰恰相反；抽象与具体之间的纠缠和平行运动是教师扩大学习和设计新课程单元的动力。