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ABSTRACT
University experts typically serve as knowledge sources for teacher learning. Experts in China are no exception. Nevertheless, minimal attention has been focused on knowledge flow between experts and teachers, and its contribution to teacher knowledge development. Drawing on the perspective of knowledge process across boundaries, this qualitative study investigates knowledge growth of primary school teachers involved in a small-scale school–university partnership in Northern China. In-depth interview was adapted as the main approach to collecting data. Nine participating teachers, two school administrators, and one university expert were interviewed. Findings show that expert-led knowledge transfer (knowledge-for-practice is directly delivered) and teacher-involved knowledge translation (knowledge-in-practice is reframed and situated) are the main focus of the partnership studied. However, collaboration-oriented knowledge transformation (altering existing knowledge and creating knowledge-of-practice) is insufficiently emphasised. Furthermore, this study discusses significant implications for advancing the transformation of knowledge and expert–teacher collaborative knowledge creation as well as for further study.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Xiaofang Wang
Xiaofang Wang is an assistant professor in the Normal College of Shenzhen University in China. His research interests are teacher education in China and school organisational learning.
Jocelyn L. N. Wong
Jocelyn L. N. Wong is an associate professor in the Department of Educational Administration and Policy, The Chinese University of Hong Kong. Her research interests are teacher education in China.