[en] Luxembourg is known for its diversity whilst a multilingual country with a rapidly changing context. The use of different languages in the school system elicits challenges and opportunities for both students and teachers. This chapter presents data from the development of a workshop focusing on Science and Language, which takes place in a school-university partnership that supports elementary science teacher education in Luxembourg – the SciTeach Center. Through exploring the dynamics of the team of researchers and teachers, it is revealed how its collaborative structure based on co-developing and co-teaching professional learning opportunities can create spaces for boundary spanning. Therefore, grounded in sociocultural perspectives and using tools from critical ethnography and participatory research lenses, this contribution presents a case study of boundary spanning within a school-university partnership as we analyze our own boundary spanning, a Professor, a Doctoral researcher and an elementary teacher.
Disciplines :
Education & instruction
Author, co-author :
DE ALBUQUERQUE TRIGO, Maiza ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning
SIRY, Christina ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning
FRENTZ, Thierry ; University of Luxembourg ; Technikschoul Differdange
External co-authors :
no
Language :
English
Title :
Exploring boundary spanning in teacher education: Supporting elementary science education through a school-university partnership
Publication date :
In press
Main work title :
Boundary-Spanning in School-University Partnerships
Author, co-author :
Polly, Drew; University of North Carolina at Charlotte
