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- Publisher Website: 10.1016/j.tate.2019.102893
- Scopus: eid_2-s2.0-85070603976
- WOS: WOS:000491631500023
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Article: Crossing institutional borders: Exploring pre-service teacher education partnerships through the lens of border theory
Title | Crossing institutional borders: Exploring pre-service teacher education partnerships through the lens of border theory |
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Authors | |
Keywords | School–university partnerships Pre-service education Practice teaching Border theory Hybridity |
Issue Date | 2019 |
Publisher | Elsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate |
Citation | Teaching and Teacher Education, 2019, v. 86, article no. 102893 How to Cite? |
Abstract | 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. |
Persistent Identifier | http://hdl.handle.net/10722/275816 |
ISSN | 2023 Impact Factor: 4.0 2023 SCImago Journal Rankings: 1.663 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Chan, C | - |
dc.date.accessioned | 2019-09-10T02:50:14Z | - |
dc.date.available | 2019-09-10T02:50:14Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Teaching and Teacher Education, 2019, v. 86, article no. 102893 | - |
dc.identifier.issn | 0742-051X | - |
dc.identifier.uri | http://hdl.handle.net/10722/275816 | - |
dc.description.abstract | 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. | - |
dc.language | eng | - |
dc.publisher | Elsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate | - |
dc.relation.ispartof | Teaching and Teacher Education | - |
dc.subject | School–university partnerships | - |
dc.subject | Pre-service education | - |
dc.subject | Practice teaching | - |
dc.subject | Border theory | - |
dc.subject | Hybridity | - |
dc.title | Crossing institutional borders: Exploring pre-service teacher education partnerships through the lens of border theory | - |
dc.type | Article | - |
dc.identifier.email | Chan, C: yycheri@hkucc.hku.hk | - |
dc.identifier.authority | Chan, C=rp02054 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.tate.2019.102893 | - |
dc.identifier.scopus | eid_2-s2.0-85070603976 | - |
dc.identifier.hkuros | 303946 | - |
dc.identifier.volume | 86 | - |
dc.identifier.spage | article no. 102893 | - |
dc.identifier.epage | article no. 102893 | - |
dc.identifier.isi | WOS:000491631500023 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0742-051X | - |