Boundary Crossing in Teacher Education

Stephanie Thomson*, Sarah Cornelius, Erika Kopp, Jaap van Lakerveld

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Educators face increasingly complex problems that they cannot solve on their own. Collaboration with other stakeholders is needed and this requires boundary crossing and provides learning situations for those involved in the problem-solving process. This article summarizes the theoretical background of boundary crossing as a learning process, building on the experience of a project that aimed to support student teachers and teachers in complex problem-solving scenarios. The article draws on a range of examples to make connections between the theory of boundary crossing and real world problem-solving and learning situations.
Original languageEnglish
Pages (from-to)54-75
Number of pages22
Issue number1
Early online date21 Oct 2021
Publication statusPublished - 24 Feb 2022


  • boundary crossing
  • teacher education
  • teacher learning
  • vignettae


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