ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book describes the start-up phase in a research and development work project and how time is needed to develop a shared object amongst teachers. It utilises the third generation of cultural-historical activity theory (CHAT) to describe the collaboration between students, two researchers and two supervisors in one activity system and eight refugees, a centre leader, one employee and interpreters in another activity system. The book focuses on learning in the triads of teacher education, student teachers and schools. It draws on the first generation of CHAT and the concepts of boundary objects and artefacts to identify common grounds for music, drama, and arts and crafts in arts education in early childhood education. The book provides a study that shows how the activity system and the expansive learning cycle introduced by the researcher can be applied in researching schools.
