Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum

Autor/inn/en	Wang, Zhaoxuan; Yuan, Rui; Liao, Wei
Titel	Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 8, S.1000-1020 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Zhaoxuan) ORCID (Yuan, Rui) ORCID (Liao, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2137139
Schlagwörter	Student Teachers; Student Teaching; Practicums; Teacher Education; Field Instruction; Theory Practice Relationship; Reflective Teaching + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Practicum; Praktikum; Praktika; Lehrerausbildung; Lehrerbildung; Praxisklasse; Theorie-Praxis-Beziehung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01