Source: Educational Action Research, Volume 20, Issue 3, 2012, pages 439-453.
This case study shows how narratives and activity theory were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice.
These tools are shown to individually and jointly aid insight, understanding and action.
The participants generated data through narratives and analysed the data with an activity theoretical framework.
These were then interpreted as cultural historical artefacts by the researcher.
The socially constructed paradigm within which they are situated, their participative use, and their creation of insight, understanding and action make them ideal as action research tools.