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ERIC Number: EJ1155183
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1359-866X
How Do Primary School Teachers Develop Knowledge by Crossing Boundaries in the School-University Partnership? A Case Study in China
Wang, Xiaofang; Wong, Jocelyn L. N.
Asia-Pacific Journal of Teacher Education, v45 n5 p487-504 2017
University experts typically serve as knowledge sources for teacher learning. Experts in China are no exception. Nevertheless, minimal attention has been focused on knowledge flow between experts and teachers, and its contribution to teacher knowledge development. Drawing on the perspective of knowledge process across boundaries, this qualitative study investigates knowledge growth of primary school teachers involved in a small-scale school-university partnership in Northern China. In-depth interview was adapted as the main approach to collecting data. Nine participating teachers, two school administrators, and one university expert were interviewed. Findings show that expert-led knowledge transfer (knowledge-for-practice is directly delivered) and teacher-involved knowledge translation (knowledge-in-practice is reframed and situated) are the main focus of the partnership studied. However, collaboration-oriented knowledge transformation (altering existing knowledge and creating knowledge-of-practice) is insufficiently emphasised. Furthermore, this study discusses significant implications for advancing the transformation of knowledge and expert-teacher collaborative knowledge creation as well as for further study.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A