[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595003-105":59,"doc-detail-595003-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","transforming-pedagogies-in-australian-schools-amid-the-covid-19-pandemic-an-activity-theoretic-reflection","Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic - An Activity Theoretic Reflection","","“Learning from home” served as Australia’s collective response to school closure during the COVID-19 pandemic. The paper describes learning-from-home arrangements and the required shifts for teachers, students, and parents, using Engeström’s cultural-historic activity theory. It argues that cultural knowledge and family practices were insufficiently recognized, and proposes a transformative pedagogy grounded in funds of knowledge, illustrated through play-based learning in a home café setting.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transforming-pedagogies-in-australian-schools-amid-the-covid-19-pandemic-an-activity-theoretic-reflection/595003/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transforming-pedagogies-in-australian-schools-amid-the-covid-19-pandemic-an-activity-theoretic-reflection/595003.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is meant by “learning from home” in the paper?","Question",{"text":112,"@type":113},"It refers to flexible arrangements that can include online learning, paper-based learning packages, or a combination of both, enabling students to continue education during school closures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical lens does the authors’ reflection use?",{"text":117,"@type":113},"The paper draws on Engeström’s cultural-historic activity theory (third generation activity theory) to situate pedagogy within an evolving activity system.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper argue about transformative pedagogy?",{"text":121,"@type":113},"Transformative pedagogy should purposefully connect school curriculum with cultural knowledge and family practices, rather than focusing only on home resources like computing and internet technologies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595003,1792171577,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic: An Activity Theoretic Reflection  \nClarence Ng, 1 Peter Renshaw2  \n1. Australia Catholic University, Brisbane, QLD 4072, Australia  \n2. University of Queensland, Brisbane, QLD 4000, Australia  \n\n| Abstract. “Learning from home” was a collective response to school closure in Australia amid the COVID-19 pandemic. In this paper, we offer a description of the learning-from-home event, highlighting changes that were required of teachers, students and parents. Drawing on Engeström’s cultural-historic activity theory, we reflect on these changes and query the extent to which the changes amount to a transformative pedagogy recognizing home and community as a significant source of and place for learning. It is argued that cultural knowledge and family practices have not been sufficiently acknowledged and utilized in the current practices associated with the learning-from-home event. Based on the notion of funds of knowledge, we argue that a transformative pedagogy should build purposeful connection between school curriculum, cultural knowledge and family practices. This approach is illustrated using an example of play-based learning where a parent engaged her Year 4 daughter in a home café enabling informal learning that met the requirements of the school curriculum. This case invites further reflection on important questions related to what counts as learning and what worthwhile learning encompasses.\u003Cbr>Best Evid Chin Edu 2020; 5(2):635-648.\u003Cbr>Doi: 10.15354/bece.20.or023. |\n| --- |\n| How to Cite: Ng, C., Renshaw, P. (2020) Transforming pedagogies in Australian schools amid the COVID-19 pandemic: An activity theoretic reflection. Best Evid\u003Cbr>Chin Edu, 5(2):635-648. |\n\nKeywords: COVID-19; Online Learning; Pedagogy; Educational Change; Activity Theory; Funds of Knowledge.  \nNg & Renshaw. Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic.  \nIntroduction  \n“LEARNING from home” has made it possible for Australian students to continue their education despite school closure amid the COVID-19 pandemic. ‘Learning  \nfrom home’ encompasses different forms of flexible learning arrangements, including online learning, using paper-based learning packages or a combination of both online learning and paper-based materials. In this paper, we reflect on pedagogical changes associated with ‘learning from home’ arrangements in response to the coronavirus outbreak in Australia during the period between March and May 2020. We draw on Engeström’s third generation activity theory that situates pedagogy as part of an evolving activity system (Engeström, 1987, 2001, 2007) . Pedagogy is defined, not as a set of teaching skills, but as a structured process wherein acts of teaching are mediated by a set of rules, interactions, and use of tools for achieving valued outcomes. This definition highlights the social and contextual nature of pedagogy. It aligns with Vygotsky’s sociocultural understanding of learning and teaching, which Renshaw (1998, p.83) considered important, as ‘it situates learning (and teaching) as an aspect of interrelated historical, cultural, institutional, and communicative processes’. Adopting this contextualized perspective, we consider pedagogical changes associated with the learning-from-home event, which, owing to its unprecedented scale, can be taken as an example epitomizing, what Renshaw (1998, p.83) described as, ‘novel forms of collective action and community participation that the technologies support’. In this reflection, we highlight the question of novelty in relation to pedagogical transformation amid the learning-from-home event, examining the extent to which this novel form of collective action has triggered ‘novel ways of acting, feeling and thinking’ about pedagogies.  \nIn the sections that follow, we describe first how education authorities in Australia responded to the pandemic and in what ways ‘learning from home’were taken a","cbCaivfs2tmtqlNA","https://ap.wps.com/l/cbCaivfs2tmtqlNA","pdf",382594,14,"English","# Introduction\n# COVID-19 Outbreak in Australia and School Closure","[{\"question\":\"What is meant by “learning from home” in the paper?\",\"answer\":\"It refers to flexible arrangements that can include online learning, paper-based learning packages, or a combination of both, enabling students to continue education during school closures.\"},{\"question\":\"Which theoretical lens does the authors’ reflection use?\",\"answer\":\"The paper draws on Engeström’s cultural-historic activity theory (third generation activity theory) to situate pedagogy within an evolving activity system.\"},{\"question\":\"What does the paper argue about transformative pedagogy?\",\"answer\":\"Transformative pedagogy should purposefully connect school curriculum with cultural knowledge and family practices, rather than focusing only on home resources like computing and internet technologies.\"}]","Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic - An Activity Theoretic Reflection | PDF",1792080258,35]