Search results for: Social transformation
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Understanding university-based teacher educators’ boundary crossing experiences: voices from Hong Kong
This qualitative multi-case study explores a group of university-based language teacher educators’ boundary crossing experiences in Hong Kong. Informed by a conceptual framework on boundary crossing and drawing on data from in-depth interviews and field observations, the findings reveal the opportunities and challenges embedded in teacher educators’ boundary crossing between university and schools, between the teacher education and academic community, and between local and external contexts. The study contributes new knowledge to our understanding of teacher educators’ boundary crossing through two different forms, i.e., horizontal and hierarchical, as they navigate sociocultural differences between various communities. The paper concludes with practical implications on how to promote teacher educators’ continuing development in university settings.
Updated: Oct. 23, 2020
In her book, On Teaching and Learning: Putting the Principles and Practices of Dialogue Education into Action, Jane Vella describes some of the things she learned that were important to teaching: “how to organize a lesson, how to structure a lesson plan and build a curriculum” (p. xviii). This approach is reflected in Paulo Freire’s words: “We teach the way we were taught” (p. xxi). But we are in the twenty-first century, and, with modern technology in which students click or zap and get wherever they want at high speed, this kind of teaching is not appealing anymore.
Updated: Mar. 19, 2008