Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum

ABSTRACT

Informed by a conceptual framework on boundary crossing, this qualitative case study explored how a student teacher engaged in professional learning through recursive boundary crossing between her field school and the university programme in a U.S. context. The findings revealed the power of boundary crossing as a cyclical, intense, and transformative learning mechanism that helped the student teacher connect teaching knowledge and experiences acquired at different sites and facilitated her reflective practice and self-transformation. However, the lack of communication between the university and the field school caused a cognitive disturbance and emotional challenges for the student teacher. The study concludes with practical implications for reforming teaching practicum to maximise the potential of boundary crossing for teacher learning.

KEYWORDS:

• Student teacher
• teaching practicum
• boundary crossing
• qualitative case study

Highlights

• Student teachers (STs) engage with boundary crossing during teaching practicum

• Boundary crossing is a cyclical, intense, and transformative learning mechanism

• STs identify, coordinate, reflect, and transform in boundary crossing

• Boundary crossing facilitates STs’ reflective practice and self-transformation

• Communication across boundaries is pivotal for strengthening STs’ practicum

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

No sources or grants contributed to the completion of this research.

Notes on contributors

Zhaoxuan Wang

Zhaoxuan Wang is a Ph.D. student at the Faculty of Education, University of Macau. Her research focuses on teacher learning, professional development, and teacher educators.

Rui Yuan

Dr. Rui (Eric) Yuan is an associate professor at the Faculty of Education, University of Macau. His research focuses on teacher education, particularly teacher cognitions, identities, and emotions, as well as English medium instruction (EMI) in higher education. His publications have appeared in a number of international journals, including Teaching and Teacher Education and TESOL Quarterly.

Wei Liao

Dr. Wei Liao is an assistant professor (lecturer) at the Center for Teacher Education Research, Beijing Normal University. His research centers around equity-oriented teacher education, teacher educators' professional learning, and qualitative research methodologies. His publications have appeared in a range of academic journals, such as Teaching and Teacher Education, Professional Development in Education, and International Journal of Qualitative Methods.