Search results for: Hutchinson Steven Andrew

This article describes a study that examines the boundary encounter between four sets of three participants on a distance education programme in initial teacher education. The study investigates the boundary zone created when the triad talk about teaching and learning as they collaboratively plan a lesson, and then when they talk about it afterwards. The main focus of the study was on the learning opportunities that are presented to student teachers as they engage in conversations about teaching and learning with their mentor and university tutor.