Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum. (17th November 2022)

• Record Type: Journal Article
• Authors: Wang, Zhaoxuan; Yuan, Rui; Liao, Wei
• Is Part Of: Teachers and teaching. Volume 28:Number 8(2022)
• Page Start: 1000
• Page End: 1020
• Publication Date: 2022-11-17
• Subjects: Student teacher -- teaching practicum -- boundary crossing -- qualitative case study; Teaching -- Periodicals; 371.005
• DOI: 10.1080/13540602.2022.2137139
• Languages: English
• ISSNs: 1354-0602

Abstract

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.