Crisscrossing the University and Public School Contexts as Professional Development School Boundary Spanners
AbstractP-12 and university educators who prepare pre-service teachers need tools to facilitate mutual understanding and bridge differences. The concept of a boundary spanner is such a tool. In schools, boundary spanners bridge discourses, provide cultural guidance, and act as change agents (Buxton, Carlone, & Carlone, 2005). This inquiry explored the perceptions and experiences of boundary spanners involved in professional development school teacher preparation initiatives from the university and the school perspectives. Three themes evident in their work were (a) their strengths at understanding the other, (b) their attempts to juxtapose support, dialogue, and recognition of power relationships, and (c) their ability to draw on prior knowledge.