School-based mentor teachers as boundary-crossers in an initial teacher education partnership

Teacher educators are constantly challenged to collaborate across organizational boundaries between higher education and schools. This study examines a school-university partnership in Norway where school-based mentor teachers are co-employed in short-term contracts as joint faculty, collaborating o...

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Veröffentlicht in:Teaching and teacher education Jg. 122; S. 103960
1. Verfasser: Andreasen, Johan Kristian
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Elsevier Ltd 01.02.2023
Schlagworte:
Activity theory
Boundary objects
Horizontal expertise
Hybrid educators
Joint faculty
School-university partnership
School-university partnership
Joint faculty
Hybrid educators
Boundary objects
Activity theory
Horizontal expertise
ISSN:0742-051X, 1879-2480
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Zusammenfassung:Teacher educators are constantly challenged to collaborate across organizational boundaries between higher education and schools. This study examines a school-university partnership in Norway where school-based mentor teachers are co-employed in short-term contracts as joint faculty, collaborating on subject development, co-planning, and co-instruction. The study is based on interviews with 11 school-based mentor teachers co-employed as joint faculty. A reflexive thematic analysis elicited three main perspectives on the participants' experiences: (a) professional dissonance; (b) professional contribution; and (c) professional growth. The analysis identified some of the complexities from working across organizational boundaries, as well as opportunities for innovation and professional growth.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2022.103960