Purpose Teachers’ support and challenges are influenced by their interactions with managers, colleagues and parents across various contexts and necessitate a practical approach for investigation. Design/methodology/approach This paper introduces the activity system analysis methodology within cultural-historical activity theory (CHAT) to examine the contextual factors in teachers’ practices comparatively. A literature review establishes the theoretical foundation. Following a discussion of activity system analysis as a lens for exploring teacher practices, an example of how to apply it in schools is presented. Findings Recommended data collection methods include document reviews and in-depth semi-structured interviews, capturing diverse perspectives. By analyzing the core components of activity systems – subject, tools, object, rules, community and division of labor – researchers can identify key themes and contradictions. Themes reveal factors that support teacher practices while also indicating certain challenges; contradictions, meanwhile, highlight deeper challenges in school-based practices, particularly through a comparative perspective. Originality/value This research highlights the effectiveness of activity system analysis within CHAT to comparatively explore teacher practices in real-world settings. It provides valuable insights into the complexities of educational environments and serves as a foundation for future studies to adopt this methodology, ultimately contributing to educational transformation.
Li Pei (Mon,) studied this question.