Boundary crossing by science teacher researchers in a PhD program

Bakx, Anouke; Bakker, Arthur; Koopman, M Maaike; Beijaard, Douwe

doi:10.1016/j.tate.2016.08.003

Cited by 36 publications

(25 citation statements)

References 34 publications

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“…One option is, as Simon Zell (Germany) suggests, to test designs that cover a longer timeframe than typically done. Another way to bridge these two extremes is “collaboration between teachers and researchers in designing and publishing research” (K. Subramaniam, India) as is promoted by facilitating teachers to do PhD research (Bakx et al, 2016 ).…”

Section: Mathematics Education Research Itselfmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

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Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

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Section: Mathematics Education Research Itselfmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

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“…In addition, some shaping forces of boundary brokering have been suggested. These include the dispositions and capacities of brokers (Williams, 2013;Bakx et al, 2016), the configuration of brokers (Akkerman & Bruining, 2016), the nature of the boundary objects (Nordholm, 2016), the recognition and support mechanisms for brokering (Akkerman & Bruining, 2016;Nordholm, 2016) and the community culture, such as openness or accessibility and alignment with community missions and needs (Bakx et al, 2016). Specific to boundary crossing in cross-cultural teaching contexts, the cultural values held by the communities and the power relations within 1108 C. Lai et al and across the communities have been found to influence the outcomes of cultural brokering (Wang, 2014;Leung & Waters, 2017).…”

Section: Boundaries and Brokering In Teacher Professional Learningmentioning

confidence: 99%

“…Research on teacher education has found that boundary brokering activities of various education players, such as school administrators, university supervisors, and teacher researchers, did help induce and facilitate teachers’ professional learning (Montecinos et al ., ; Akkerman & Bruining, ; Bakx et al ., ; Nordholm, ). Such learning involves broadened, critical and renewed insights into teaching practices and their associated philosophical rooting, and the development of the competencies, multiple perspectives and identities needed to cross multiple communities of practice (Wenger, ; Akkerman & Bakker, ).…”

Section: Research Backgroundsmentioning

confidence: 99%

Boundary brokering for cross‐cultural professional learning in international school contexts

Lai

Gong

2019

British Educational Res J

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Although much research has been done on the internalisation of education, issues related to intercultural professional learning, especially in the school education context, remain underexplored. This study examines the potential of boundary brokering in facilitating cross‐cultural professional learning in an international school context. This article reports the qualitative findings from an interview study with seven non‐ethnic Chinese language teachers who resided at the borders of Chinese and western communities of practice on their boundary brokering experience in bridging the different norms of being and practice in the Chinese teacher community and the western communities in international schools in Asia. Interview responses from the participants show that the participants’ cultural brokering generated critical and eclectic perspectives and practices, and reshaped the power landscape in the workplace. At the same time, their cultural brokering was shaped by the interactions among power relations within and across communities of practice, social suggestions on cultural brokering and the boundary brokers’ self‐positioning. The findings suggest that cultural brokering could serve as a potential teacher professional development tool to foster reciprocal learning across culture borders. The complex network of influencing factors at play suggests that, in order to facilitate positive cultural brokering, it is necessary to adopt a systemic approach that underscores resetting valued skills and expertise within and across communities, creating a positive school culture that encourages reciprocal learning and managing individual teachers’ brokering mentalities and capacities.

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“…We realised that bringing professionals together from the different yet highly related realms of school and university teacher education, each with their own perceptions of importance, relevance and methods, would be adventurous. Bakx et al (2016, p. 77), drawing on Suchman (1994, p. 25 cited in Bakx et al 2016), explore this further, employing the term boundary crossing to conceptualise the challenges faced by professionals when they enter unfamiliar domains and encounter differences which, to some extent, render them 'unqualified'. The notion of 'unqualified' in our study related to differences in domain-specific knowledge regarding first and second-order teaching skills and their associated practices; teaching children and young people and teaching student teachers.…”

Section: Conception Of Third Space and Boundary Crossingmentioning

confidence: 99%

New directions for teacher education: investigating school/university partnership in an increasingly school-based context

Jackson

Burch

2018

Professional Development in Education

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As school-led teacher education becomes more prevalent in England and elsewhere, new challenges arise for university and school-based teacher educators. Against this policy backdrop we discuss the challenges faced by universities and schools. We draw on findings from our small-scale case study which looked at the practice of a group of school-based teacher educators working in a Third Space with a boundary broker from the university sector. From these findings we suggest a form of teacher education that synthesises school and university expertise in ways which have the potential to develop new directions for partnership from both sides of a supposed boundary. We discovered that Third-Space activity has the potential to bring about a shift in school-based teacher educators' practices, both with student teachers and in their everyday teaching. There was some evidence that there could be benefits to schools and universities. In particular, it seemed that the skilful use of boundary brokering, aimed at the fostering of the second-order teaching skills of teaching others to teach, was significant. We propose a series of ideas for how boundary brokering within Third-Space activity has the potential to suggest new directions for the role of both school-based and university teacher educators.

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Boundary crossing by science teacher researchers in a PhD program

Cited by 36 publications

References 34 publications

Future themes of mathematics education research: an international survey before and during the pandemic

Future themes of mathematics education research: an international survey before and during the pandemic

Boundary brokering for cross‐cultural professional learning in international school contexts

New directions for teacher education: investigating school/university partnership in an increasingly school-based context

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