Promoting ‘learning for teaching’ across boundaries. Creating innovative spaces for competence development in initial teacher education

The present paper presents the development and implementation of a collaborative learning culture with the academic context of initial teacher education in Luxembourg. Drawing upon a sociocultural framework and dialectical learning approaches, the program innovates in creating shared zones for learning and development for all participants and across disciplinary, institutional and semiotic boundaries. Furthermore, the paper discusses the range of initiatives to support the context-sensitive ‘learning-for-teaching’ and ‘teaching-for learning’ approach.