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Activity Theory and Learning at Work
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“Understanding these barriers through activity theory [24, 40, 63] reveals them as fundamental contradictions within research activity systems.”
From "I Don't Trust Any Professional Research Tool": A Re-Imagination of Knowledge Production Workflows by, with, and for Blind and Low-Vision Researchers (2026) · cites this paper as [24]
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Metadata
- Authors
- Engeström, Y.
- Affiliations
- University of Helsinki (FI)
- Corresponding author
- Engeström, Yrjö
- ORCID
- Engeström, Yrjö
- Venue
- Tätigkeit - Aneignung - Bildung
- Publisher
- Springer Fachmedien Wiesbaden
- Published
- 2014
- Pages
- 67-96
- OpenAlex
- W39290763
- Cited by
- 101
- References
- 138
- Citations by year
- 2026: 4 · 2025: 8 · 2024: 9 · 2023: 4 · 2022: 8 · 2021: 4 · 2020: 6 · 2019: 8 · 2018: 5 · 2017: 6 · 2016: 9 · 2015: 14 · 2014: 8
- FWCI
- 18.33
- Type
- book chapter
- Language
- de
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Springer eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Innovative Education and Learning Practices
- Social Sciences › Education › Adult and Continuing Education Topics
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Organizational Learning and Leadership
- Keywords
- activity theory, workplace learning, Vygotsky's zone of proximal development, appropriations, Change Laboratory, institutional learning, critical situations, Yrjö Engeström
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