How do university experts perform their boundary broker role to support teachers’ learning in the school-university partnership? An exploratory study in China-Reference-Cited by-同舟云学术

How do university experts perform their boundary broker role to support teachers’ learning in the school-university partnership? An exploratory study in China

Published:2019-10-01 Issue:5 Volume:45 Page:585-604
ISSN:0260-7476
Container-title:Journal of Education for Teaching
language:en
Short-container-title:Journal of Education for Teaching

Author:

Wang Xiaofang¹,Wong Jocelyn L. N.²

Affiliation:

1. Normal College, Shenzhen University, Shenzhen, China

2. Department of Educational Administration & Policy, The Chinese University of Hong Kong, Hong Kong, China

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02607476.2019.1674564

Reference48 articles.

1. Multilevel Boundary Crossing in a Professional Development School Partnership

2. Boundary Crossing and Boundary Objects

3. Bridging the University–School Divide

4. Creating and translating knowledge about teaching and learning in collaborative school–university research partnerships: an analysis of what is exchanged across the partnerships, by whom and how

5. Contemporary Approaches to Teacher Professional Development

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1. Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review;Social Sciences & Humanities Open;2023

2. Learning by Researching: Achievements and Actions of Teacher Learning in a School-University Collaborative Project;ECNU Review of Education;2022-07-07

3. How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in China;Journal of Education for Teaching;2021-07-05