Boundary Crossing in Teacher Education

Abstract

Educators face increasingly complex problems that they cannot solve on their own. Collaboration with other stakeholders is needed and this requires boundary crossing and provides learning situations for those involved in the problem-solving process. This article summarizes the theoretical background of boundary crossing as a learning process, building on the experience of a project that aimed to support student teachers and teachers in complex problem-solving scenarios. The article draws on a range of examples to make connections between the theory of boundary crossing and real world problem-solving and learning situations.