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
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.
Descriptors: Student Teachers, Student Teaching, Practicums, Teacher Education, Field Instruction, Theory Practice Relationship, Reflective Teaching
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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