Boundary crossing and the professional learning of teacher educators in new international contexts

Williams, J and Berry, A 2016, 'Boundary crossing and the professional learning of teacher educators in new international contexts', Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, vol. 12, no. 2, pp. 135-151.


Document type: Journal Article
Collection: Journal Articles

Title Boundary crossing and the professional learning of teacher educators in new international contexts
Author(s) Williams, J
Berry, A
Year 2016
Journal name Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices
Volume number 12
Issue number 2
Start page 135
End page 151
Total pages 17
Publisher Taylor and Francis
Abstract In this collaborative self-study, two teacher educators examine their experiences of working in new international contexts and the impact of those experiences on their professional learning and identities. Mandi moved from a major research university in one country to another, while Judy co-led a group of pre-service teachers on an international practicum for three weeks each year for three years. Using the concept of boundary crossing as a theoretical and analytical framework, each teacher educator identified a boundary-related critical incident or experience that occurred during her work in new international contexts. Through individual and collaborative analysis of their critical incidents, they found that working as a teacher educator in new international contexts involves the crossing and re-crossing of multiple personal, professional, linguistic and cultural boundaries. Working in these boundary spaces involved learning how to negotiate new kinds of relationships with colleagues and students, manage changed roles and responsibilities and, ultimately, a search for a renewed sense of self, as each sought to understand herself differently within a new professional context.
Subject Teacher Education and Professional Development of Educators
Curriculum and Pedagogy not elsewhere classified
Keyword(s) Teacher educator professional learning
boundary crossing
boundary spaces
international teacher education
cross-cultural transitions
critical incidents
DOI - identifier 10.1080/17425964.2016.1192031
Copyright notice © 2016 Informa UK Limited, trading as Taylor and Francis Group
ISSN 1742-5964
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Citation counts: TR Web of Science Citation Count  Cited 5 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 2 times in Scopus Article | Citations
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Created: Wed, 08 Jun 2016, 08:47:00 EST by Catalyst Administrator
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