Teacher's Cross-boundary Knowledge Management In U-S Partnerships

The university-school partnerships(U-S partnerships)is an important mechanism to promote the practice of primary and secondary school reform,reflecting the cross-boundary interaction between university researchers and primary and secondary school practitioners.Among them,teachers as the main practitioner of school reform,how to participate in the interaction with university education researchers will greatly affect the effectiveness of this mechanism.In response to this problem,most of the existing researches focuses on the dilemma,opportunities,and paths of teacher development in U-S partnerships,and pay less attention to the problem of knowledge management of teachers as cross-boundary actors.In view of this,this research is mainly based on the background of U-S partnerships,describing and analyzing the process and characteristics of teachers' cross-boundary knowledge management when interacting with researchers,and thus providing a possible way to promote teachers' cross-boundary knowledge management.This research mainly draws on the cross-boundary knowledge management framework proposed by American scholar Carlile,and uses the U-S partnerships as the background to embody the cross-boundary knowledge management of teachers into the process of teachers transferring,translating and transforming the knowledge provided by university researchers.According to the purpose of the study,this study focuses on the case of the "Children's Philosophy Project"(P4C)promoted by H University and J Primary School,taking 5 project teachers as the analysis objects,using observations,interviews and document analysis methods to collect rich data,and organize,encode and analyze it..The study found that in the process of U-S partnerships,teachers mainly interact with university researchers through reading,participating in lectures,observing teaching,and discussing class examples to obtain cross-boundary knowledge.However,teachers have different preferences for these methods,and they also have different understandings of the knowledge provided by researchers.These differences show the complex pattern of knowledge transfer,translation,and transformation of teachers as cross-boundary agents.First of all,in the knowledge transfer process,teachers retell and apply the conceptual discourse and operating procedures from experts.While teachers are dependent on experts and have "cognition",they also make it possible for them to cross-boundary learning;second,In knowledge translation process,teachers try to reinterpret and adjust expert discourses and abstract ideas to become their own practitioner discourses and specific teaching practices,thereby realizing teachers' internalization of new knowledge and smooth dialogue with researchers negotiation,but at the same time also face the possibility of misunderstanding;again,in the knowledge transformation process,teachers begin to reconstruct and create knowledge from experts,critical reflection and cross-disciplinary innovative application of it,teachers become cross-boundary dynamic and make the school reform successful.Based on the above findings,we can see that in the U-S partnerships,teachers' cross-boundary knowledge management presents three characteristics: One is "knowledge sensitivity",that is,teachers will adopt different knowledge management methods for different types of knowledge.For example,more conceptual knowledge will be translated,while more operable knowledge will be more inclined to transfer or even transform;the second is "personalization",the teacher's personal life and professional background,ages,existing orientations of educational problems,attitudes and motivation levels on personal professional development issues affect the teacher 's choice of knowledge management methods;the third is “gradientization”.With the deepening of cooperation,teachers' attitude also changed,and his knowledge management method was gradually improved after continuous practice and showed the characteristics of progressiveness and gradient transformation.Finally,this study believes that to promote cross-boundary knowledge management of teachers in U-S partnerships,researchers need to change the way of discourse and knowledge interaction to lead the cross-boundary dialogue based on U-S differences;teachers need to give full play to subjective initiative and develop reflective habits to improve knowledge conversion based on professional subjects;at the same time,schools need to provide time guarantees and establish incentives to ensure knowledge innovation based on collective wisdom.