Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum
Bibliographic Data
| ID | 21688677 |
|---|---|
| Authors | Zhaoxuan Wang (0009-0006-4791-7037, Faculty of Education, University of Macau, Macau, SAR, China), Rui Yuan (0000-0002-6603-6423, Faculty of Education, University of Macau, Macau, SAR, China), Wei Liao (0000-0001-9987-3546, Beijing Normal University, corresponding author) |
| Year | 2022 |
| Volume | 28 |
| Issue | 8 |
| Pages | 1000-1020 |
| Publication date | 2022-11-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2022.2137139 |
| OpenAlex | W4307564408 |
| Language | EN |
| Citations received | 10 |
| References cited | 40 |
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
Mathematics education · Pedagogy · Practicum · Qualitative research · Sociology · Teacher education · Transformative learning · Adult and Continuing Education Topics · Innovative Education and Learning Practices · Mathematics · Psychology · Reflective Practices in Education
Exploring the Dynamics of Professional Development Agency Among Chinese Pre-Service English Teachers During Teaching Practicum
Modelling pre-service teachers’ perceptions of teaching practice
Factors that support teachers as educational professionals doing doctoral studies
Practising preservice teachers’ experiences of learning as synchronous boundary crossing
Practicum in ELT
Exploring pre-service teachers’ professional experiences through the lens of boundary crossing
From teachers to teacher educators
The practice in undergraduate degrees for teacher education
From English to Esap
A prática no processo de formação inicial de professores
Communities of Practice
Teachers’ professional agency in contradictory times
Integrating theory and practice in the pre-service teacher education practicum
Teacher education around the world
Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research
Expansive Learning at Work
Understanding university-based teacher educators’ boundary crossing experiences
Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge
Emotions in social interactions in pre-service teachers’ team practica
Conditions for generative reflection in practicum tutorials
Student teacher podcasting
Preservice teachers’ implementation of formative assessment in English writing class
Working relations of technology production and use
A critical review on nonnative English teacher identity research
Fulfilment of the basic psychological needs of student teachers during their first teaching experiences
Learning as boundary-crossing in school–university partnership
Professional development through reflection in teacher education
Valuing practice over theory
The dark side of mentoring on pre-service language teachers' identity formation
Teacher identity construction in school–university partnerships
Teacher agency in challenging contexts as a consequence of social support and resource management
Differences that matter
I Never Would Have Noticed It Before”
Are the Effects of University Teacher Education 'Washed Out' by School Experience
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Unique citing works | 10 |
|---|---|
| Citations per year | 5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |