Crossing institutional borders: Exploring pre-service teacher education partnerships through the lens of border theory

Crossing institutional borders: Exploring pre-service teacher education partnerships through the lens of border theory

• Chan, Cheri The University of Hong Kong

Teaching & Teacher Education, 86(0), 2019

Elsevier Ltd.

2019

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Student Teachers Teacher Education Partnerships in Education Teaching Primary Schools Border Theory Hybridity Practice Teaching Pre-Service Education School–University Partnerships

• Hong Kong

• 1997.7 onwards

• Primary Education
• Post-Secondary Education

This study used border theory to understand the learning experiences of student teachers transitioning from campus-based learning to classroom teaching. For teacher candidates learning to teach English as a second language in primary schools in Hong Kong, crossing institutional borders during practicums was highly complex, due to the conflicting expectations, agendas and cultures of university classrooms and elementary schools. School-based mentors played an important role in maintaining or dismantling institutional borders, thus enabling or constraining knowledge transfer across domains. The findings may help educators to create a third space in which student teachers can connect campus-based learning to school practice.
[Copyright of Teaching & Teacher Education is the property of Elsevier Ltd.]

• English

Journal Articles

• 0742051X

• 10.1016/j.tate.2019.102893

https://bibliography.lib.eduhk.hk/bibs/8c87c5a3

2020-03-03