Learning as Boundary-crossing in School–University Partnership

From Section:
Programs & Practicum
Nov. 14, 2007

Source: Teaching and Teacher Education, Volume 23, Issue 8, November 2007, Pages 1289-1301

This paper points out that globalization has raised fundamental questions about knowing and learning and that it is essential for educators to engage in collective knowledge generation by crossing community boundaries. Drawing on the theoretical framework of Activity Theory, this paper reports on a study on the expansive learning that was afforded by a school–university partnership as university tutors, mentor teachers and student teachers engaged in a new activity system mediated by lesson study.

The study showed that in the course of resolving contradictions that were inherent in the boundary zone, they negotiated the mediating tool and consequently, the activity system was transformed from helping student teachers learn to teach into learning for all participants. This paper concludes that it is essential for teachers and teacher educators to develop the capability to engage in expansive learning through tackling ill-defined problems in boundary zones.

Updated: Dec. 01, 2019
Mentoring | Partnerships in education | Teacher education | Teacher education courses | University - school collaboration