Overcoming Challenges in Boundary Learning: Breakthroughs in Master of Education Programs

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 1
  In Roundtable Session: Advancing Teacher Education Through Noticing, Boundary Learning, and Innovative Evaluation Practices (Table 12)

Abstract

This study examines self-improvement mechanisms for teachers in Master of Education programs in China, using the “boundary learning” framework. Objectives include identifying challenges and proposing solutions for effective post-service education. Based on interviews with 20 students from a research-oriented university, key obstacles include balancing study and work, translating practical experience into academic knowledge, and innovating teaching practices. Recommendations include aligning personal career development with external demands, enhancing autonomy within learning communities, and creating supportive institutional conditions. This research provides insights into leveraging the scale advantage of Chinese teachers into a distinct talent advantage, contributing to the broader understanding of teacher professional development.

Authors

• Yezi Zeng, East China Normal University

• Jiang Fan, South China Normal University