Bridging the University-School Divide
Horizontal Expertise and the “Two-Worlds Pitfall
Bibliographic Data
| ID | 4308848 |
|---|---|
| Authors | Dorothea Anagnostopoulos (Michigan State University), Dorothea M Anagnostopoulos (0000-0003-2319-7208, Michigan State University), Emily Smith (0000-0002-2633-5189, Fairfield University), Emily R Smith (0000-0001-5715-9459, Fairfield University), Kevin G Basmadjian (Quinnipiac University) |
| Year | 2007 |
| Volume | 58 |
| Issue | 2 |
| Pages | 138-152 |
| Publication date | 2007-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487106297841 |
| OpenAlex | W2028078041 |
| Language | EN |
| Citations received | 32 |
| References cited | 23 |
Research on teacher learning consistently documents the disjuncture between the practices beginning teachers encounter in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. As preservice teachers enter teaching, they gravitate toward conventional K-12 practices, dismissing those endorsed by the university as impractical. In this article, the authors delineate the concept of horizontal expertise and document how its production and use can address this "two-worlds pitfall." Drawing on the authors' work creating a cross-institutional collaborative, they identify three processes central to the production of horizontal expertise in teacher education: the exchange of tools, the negotiation of social languages, and argumentation. They then trace its use across the university and school settings to show how horizontal expertise can rescript mentoring and expand dialogic practices in the university. The authors conclude by identifying the challenges of developing horizontal expertise in teacher education
Argumentation theory · Bridging (networking · Dialogic · Mathematics education · Negotiation · Pedagogy · Sociology · Teacher education · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
Assessing Non-academic Attributes During Practicum in Australian Initial Teacher Education
Teacher preparation and continuous professional development
Factors that support teachers as educational professionals doing doctoral studies
Student teacher learning in school-university partnerships
Chinese student teachers’ teaching practicum experiences
Australian teachers’ views on how primary science education can be improved
Four years of collaboration in a professional learning community
Boundary-crossing to support youth civic engagement
The ontological construction of technology and behavior through practice
Problems and countermeasures
Inquiring together
School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile
Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies
The multidimensionality of multicultural service learning
Facilitating the development of preservice teachers' Pedagogical Content Knowledge of literacy and agentic identities
School-based mentor teachers as boundary-crossers in an initial teacher education partnership
Joint observation of student teaching and related tripartite dialogue during field experience
What do youth give feedback on when they participate in rehearsals of social studies discussion facilitation
Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides
Opportunities to develop adaptive teaching expertise during supervisory conferences
One text, two worlds, third space
Developing a Theory of Ambitious Early-Career Teacher Practice
Revisiting the notion of boundary object
Recontextualization in Multilingual Science Teacher Professional Learning
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
Problems Without Ceilings
Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana
Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education
Problematizing the Taken-For-Granted
Democratizing Teacher Education
Retour sur la notion d'objet-frontière
Regreso sobre la noción de objeto frontera
Ethnography and language in educational settings
Talking Voices
Communities of Practice
Pitfalls of Experience in Teacher Preparation
Polycontextuality and boundary crossing in expert cognition
External reform initiatives and teachers' efforts to reconstruct their practice
Sorting Things Out
Testing and Student Engagement with Literature in Urban Classrooms
Classroom discourse. The language of teaching and learning
Institutional Ecology, `Translations' and Boundary Objects
Appropriating Tools for Teaching English
Opening Dialogue
Professional Development and Teacher Learning
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
Concerns of Teachers
Affiliative Objects
Tensions in Learning to Teach
Critical discourse analysis
A Simplest Systematics for the Organization of Turn-Taking for Conversation
| Citations per year | 1.88 |
|---|---|
| Citation span | 2009 - 2026 (18) |
| Highly cited | No |