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dc.contributor.authorRisan, Maiken
dc.date.accessioned2022-05-30T14:10:48Z
dc.date.available2022-05-30T14:10:48Z
dc.date.created2021-10-18T07:57:36Z
dc.date.issued2021-10-16
dc.identifier.citationTeaching and Teacher Education : An International Journal of Research and Studies. 2021, 109 1-10.en_US
dc.identifier.issn0742-051X
dc.identifier.urihttps://hdl.handle.net/11250/2996915
dc.description.abstractResearchers and policymakers advocate the need to establish stronger relations between schools and universities in teacher education, but we know little about micro-level practices that professionals engage in to forge connections between these domains. Analytically foregrounding hybrid educators in Norway, this article goes beyond metaphors of “building bridges” by providing nuanced accounts of how expertise is negotiated through boundary work in higher education. The analyses demonstrate how perceptions of a “hierarchy” dictate whose knowledge matters when and in what ways and show the importance of recognising expertise as differentiated and as mobilised or silenced through participation in specific professional practices.en_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.ispartofseriesTeaching and Teacher Education : An International Journal of Research and Studies;Volume 109, January 2022, 103559
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectTeacher educationen_US
dc.subjectBoundary worken_US
dc.subjectProfessional knowledgeen_US
dc.subjectHybrid educatorsen_US
dc.titleNegotiating professional expertise: Hybrid educators’ boundary work in the context of higher education-based teacher educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Authoren_US
dc.source.articlenumber103559en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.doihttps://doi.org/10.1016/j.tate.2021.103559
dc.identifier.cristin1946530
dc.source.journalTeaching and Teacher Education : An International Journal of Research and Studiesen_US
dc.source.volume109en_US
dc.source.issue109en_US
dc.source.pagenumber1-10en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal