Norwegian version

Building bridges in teacher education?

The findings identify and demonstrate how professions cannot simply be expected to bridge two domains, but rather highlight the complex boundary work entailed in manoeuvering and negotiating professional boundaries and establishing epistemic connections in the higher education context.

The focus of the project is motivated by an increased advocacy among educational researchers and policymakers for bringing epistemic communities of teacher education closer together in the pursuit of ‘building bridges’ between higher education-based and profession-oriented aspects of teacher education. 

Hybrid educators with co-employment as schoolteachers and campus-based educators are used as empirical case for examining how actors that are expected to ‘bridge’ two domains conduct boundary work as they negotiate their contribution in relation to existing expertise in the higher education-context.

The primary data consists of observations of hybrid educators’ work at campus. The observations were conducted at three teacher education institutions in Norway and were complemented by interviews with hybrid educators and their immediate leaders at campus.

The empirical analysis traces different epistemic aspects of hybrid educators’ work in the higher education context. More specifically, three aspects are examined: 

  1. How hybrid educators negotiate their epistemic contribution in relation to already existing expertise in higher education-based teacher education;
  2. How they engage with and relate to research practices in the higher education-context, and
  3. What resources they draw on in the pursuit of ‘bridging gaps’ between higher education and professional practice.

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