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
Online-Zugang:Volltext
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Abstract 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.
AbstractList 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.
ArticleNumber 103960
Author Andreasen, Johan Kristian
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Keywords School-university partnership
Joint faculty
Hybrid educators
Boundary objects
Activity theory
Horizontal expertise
Language English
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Snippet Teacher educators are constantly challenged to collaborate across organizational boundaries between higher education and schools. This study examines a...
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SubjectTerms Activity theory
Boundary objects
Horizontal expertise
Hybrid educators
Joint faculty
School-university partnership
Title School-based mentor teachers as boundary-crossers in an initial teacher education partnership
URI https://dx.doi.org/10.1016/j.tate.2022.103960
Volume 122
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