The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context. | Zendy

David A. Whitenack | Zendy; Patricia E. Swanson | Zendy

Open Access

The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context.

Author(s) -

David A. Whitenack,

Patricia E. Swanson

Publication year - 2013

Publication title -

education policy analysis archives

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.727

H-Index - 46

ISSN - 1068-2341

DOI - 10.14507/epaa.v21n57.2013

Subject(s) - transformative learning , narrative , narrative inquiry , context (archaeology) , pedagogy , professional development , teacher education , sociology , faculty development , political science , geography , linguistics , philosophy , archaeology

This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.

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