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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