Teacher Learning as Boundary-Crossing: A Case Study of Master Teacher Studio in China

• In Event: 61.069 - MTCC Roundtable Session 24
  In Roundtable Session: 61.069-1 - Investigations of and by Teachers About Their Learning in Cross-Cultural Contexts

Abstract

Teacher professional learning is shaped by multiple contexts in a complex way. Previous studies mainly focused on teacher learning in school-based contexts, and rarely explored how teachers learn across school and other situations. Adopting the framework of boundary crossing learning, this study examined the processes of teachers’ professional learning when they participated in Master Teacher Studio in mainland China. Through the approach of qualitative case study, this study summarized four learning mechanisms: seeking common ground and reserving differences, growing through formal and informal coordination, exposing the gap and reflecting one’s limits, and transforming practices that incorporated one’s teaching “soul”. Further, intrapersonal, interpersonal and institutional factors that contribute teacher learning as boundary crossing were discussed.

Authors

• Zheng Xin, Southwest University

• Hongbiao Yin, Chinese University of Hong Kong