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ABSTRACT
This qualitative multi-case study explores a group of university-based language teacher educators’ boundary crossing experiences in Hong Kong. Informed by a conceptual framework on boundary crossing and drawing on data from in-depth interviews and field observations, the findings reveal the opportunities and challenges embedded in teacher educators’ boundary crossing between university and schools, between the teacher education and academic community, and between local and external contexts. The study contributes new knowledge to our understanding of teacher educators’ boundary crossing through two different forms, i.e., horizontal and hierarchical, as they navigate sociocultural differences between various communities. The paper concludes with practical implications on how to promote teacher educators’ continuing development in university settings.
Acknowledgement
This article is based on a research project supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (EdUHK 28604017)
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Rui Yuan
Rui Yuan is an assistant professor at the Department of English Language Education, Education University of Hong Kong. His research interests include teacher identity and emotions, action research, and teacher educators in higher education.
Min Yang
Min Yang obtained her PhD degree from The University of Hong Kong. She’s currently working as a senior research assistant at Education University of Hong Kong. Her research interests include teacher education, doctoral education, second language socialization, and discourse analysis.