Expansive Learning in Teacher Education

creation of new professional knowledge, as opposed to learners' acquisition of existing knowledge previously unknown to them. This special issue deals with expansive learning in teacher education. Engeström and Sannino (2020) describe four generations of cultural-historical activity theory. In its simplest form, activity is a culturally mediated action such as teaching. Second generation activity theory analyzes relatively durable systems such as schools, that are oriented toward a meaningful societal goal. Activity systems have norms, tools and division of labor. Two or more activity systems that have a partially shared object are the unit of analysis for third-generation activity theory. Partnerships between higher education institutions and schools in initial teacher education are an example. Finally, fourth-generation activity theory deals with large numbers of activity systems that jointly attempt to resolve global issues.Expansive learning involves a three-pronged change: transformed practices, novel theoretical conceptualizations, and an empowered sense of agency. Expansive learning is often a social, and not merely an individual change, and it transforms all aspects of the learning organizations' professional activity: its vision and goals, practices or products.Learning develops gradually in cyclical processes in the learning organizations' `proximal development zone' (Vygotsky, 1978). A new circle opens when existing, stable achievements which were formed in previous cycles are called into question. The outcome is not guaranteed. The process is fraught with misunderstandings, lacunae, conflicts, and unexpected outcomes. It is heavily influenced by the personal characteristics of the participants, their existing knowledge and goals, and their values, emotions and habits. However, failed attempts may become a source of learning and inspiration for others (Engeström and Sannino, 2010;Sannino et al., 2016).This special issue presents studies of projects in teacher education that attempt to transform accepted practices and conceptualizations at different levels: from individual teacher educators and institutions to international collaborations. Our aim with this issue is that it will contribute to the collective effort to provide teacher educators, teachers and students with new insights and knowledge about expansive learning. Imants, Paulien C. Meijer and Erik Blankesteijn reports that the expansive learning that had occurred in 'learning studios' was barely disseminated to other teachers. Neither was it disseminated beyond the higher education institution directly involved in the studios.Both papers attempt to identify factors that can either impede or enhance teacher educators' learning. Two papers represent the national level and lie between third-and fourthgeneration activity theory: On the one hand, they deal with persistent problems that concern numerous countries. On the other hand, the national scope restricts the stakeholders to identifiable and relatively stable groups. Marit Ulvik's paper 'Promoting Aesthetical Values to Education' asserts that the aesthetic dimension should be incorporated into disciplinary studies in secondary schools, as it can raise students' motivation, engagement and creativity, and it contributes to students' meaning-making and emotional wellbeing. Internationalization is an important aspect of the research school, and the model as a whole can inspire teacher educators' expansive learning worldwide.