ABSTRACT
As schools and teacher education are institutions in a fast-changing world, they must undergo continuous development. In this chapter, I explore what an analysis using cultural-historical activity theory (CHAT) can uncover about the communication, collaboration and mutual learning in triads in teacher education. The explored triads are newly established, and the research results show large differences among them with regard to communication, collaboration and mutual learning. Some triads are characterised by minimal communication, whereas some are open to communication, but lack an arena for collaboration, and others collaborate, but fail to achieve mutual learning. The results of this study can be implemented when establishing new triads to decrease the time used to achieve collaboration and mutual learning. The nodes in the activity system are useful for understanding the level of collaboration in the triads; similarly, the nodes can serve as a tool for implementing the findings in new triads.
