ERIC Number: EJ776924
Record Type: Journal
Publication Date: 2007-Nov
Reference Count: 0
Learning as Boundary-Crossing in School-University Partnership
Tsui, Amy B. M.; Law, Doris Y. K.
Teaching and Teacher Education: An International Journal of Research and Studies, v23 n8 p1289-1301 Nov 2007
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.
Descriptors: Teacher Educators, Student Teachers, Mentors, Learning Theories, College School Cooperation, Learning Processes, Educational Environment, Educational Philosophy, Educational Theories, Higher Education, Elementary Secondary Education, Preservice Teacher Education
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: firstname.lastname@example.org; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A