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ERIC Number: EJ1371657
Record Type: Journal
Publication Date: 2022
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: EISSN-1470-1278
Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum
Wang, Zhaoxuan; Yuan, Rui; Liao, Wei
Teachers and Teaching: Theory and Practice, v28 n8 p1000-1020 2022
Informed by a conceptual framework on boundary crossing, this qualitative case study explored how a student teacher engaged in professional learning through recursive boundary crossing between her field school and the university programme in a U.S. context. The findings revealed the power of boundary crossing as a cyclical, intense, and transformative learning mechanism that helped the student teacher connect teaching knowledge and experiences acquired at different sites and facilitated her reflective practice and self-transformation. However, the lack of communication between the university and the field school caused a cognitive disturbance and emotional challenges for the student teacher. The study concludes with practical implications for reforming teaching practicum to maximise the potential of boundary crossing for teacher learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A