Boundary objects and brokers in professional experience: An activity theory analysis

5Citations
Citations of this article
6Readers
Mendeley users who have this article in their library.
Get full text

Abstract

Professional experience (PE) is a key element in the preparation of future teachers. However, a growing number of researchers have raised concerns about the need to enhance the effectiveness of the professional experience in teacher education programs and have called for innovations that will enhance the current school-based experiences within these programs. In response to this call, there have been many innovations which have been implemented worldwide. Most of the innovations place emphasis on bridging the gap between theory and practice by enhancing the quality of school-based experiences, including the one we describe in this chapter. Within the scope of this chapter, we report the findings of a case study that explored the learning experiences of preservice teachers through professional experience. The focus of this chapter is to examine the boundary objects and brokers that assisted the preservice teachers' boundary crossing between the university and school context. The innovation in this chapter is the novel use of activity theory to examine preservice teacher learning in professional experience.

Cite

CITATION STYLE

APA

Loughland, T., & Nguyen, H. T. M. (2017). Boundary objects and brokers in professional experience: An activity theory analysis. In Educating Future Teachers: Innovative Perspectives in Professional Experience (pp. 71–87). Springer Singapore. https://doi.org/10.1007/978-981-10-5484-6_5

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free