The role of mediating artefacts in the work of educational psychologists during consultative conversations in schools

Abstract

This article describes research that investigates how conversations between educational psychologists and teachers are influenced by the mediating artefacts that are used. Sociocultural and activity theory is used and more specifically, approaches based upon Engeström's conceptual models form a basis for analysing different types of artefact occurring within conversations and consultation meetings. The artefacts are further considered in terms of the levels of activity system that are operating. These are defined using Engestrom's notion of coordinated, cooperative and communicative systems. Findings suggest that the type of artefact used does vary between levels and that these can be predicted to a certain extent. This finding has relevance in terms of planning and structuring meetings in the future and in terms of enhancing the communicative potential of working practices.

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