Activity theory as analytical tool: a case study of developing student teachers' creativity in design

Abstract

Activity Theory has been found useful in providing insights into all aspects of interactions and contradictions. This is relevant to this study in comprehending the learning experiences of student teachers. A qualitative approach was utilized in addressing the question ‘Does Activity Theory assist in highlighting challenges faced by the student teachers in developing design creativity and assist in representing what student teachers require from collaborating with professional designers?’ I established the usefulness of Activity Theory in three areas: the need for managing students’ cognitive and emotional aspects, viewing confrontation as valuable in stimulating design creativity, recognize the affective and confrontational roles played by the tutor and the designers in encouraging design improvement. I conclude that Activity Theory enables a more holistic approach to be taken in developing design creativity