Crossing Boundaries in Teacher Preparation: A Sociocultural (re)imagination of a Midwest University–School Partnership

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 1
  In Roundtable Session: Navigating Practicum in Preservice Education: Ethics, Partnerships, and Culturally Responsive Problem-Solving

Abstract

This qualitative case study examines the university–school divide in teacher education through a sociocultural lens, focusing on a Midwest university’s introductory education course and its practicum. Using third-generation Cultural-Historical Activity Theory (CHAT), the study analyzes how organizational structures, policies, and practices shape interactions between university and school systems. Data from interviews, observations, and artifacts reveal that while preservice teachers navigate both contexts, limited collaboration between faculty and school partners constrains shared learning. The absence of a co-constructed object across systems hinders meaningful partnership. Findings underscore the need for boundary-crossing practices and shared object formation to strengthen teacher preparation and inform the redesign of early field experiences.

Author

• Boris Krichevsky, University of Wisconsin - Eau Claire