Timely Support or Icing on the cake: Allocation of learning opportunities among teachers from the social capital perspective
School-university partnership programs offer abundant learning opportunities and resources for teachers’ learning. Few studies pay attention to the allocation of learning opportunities among teachers within partner schools. This study adopted a qualitative approach to investigate three schools participating in one school-university partnership project. Findings show that teachers did not have equal access to learning opportunities and resources. The study attempts to interpret this condition from the social capital perspective. Teachers acting as boundary spanners owned more internal and external social capital， which in turn is beneficial for them to approach and obtain new teaching ideas， knowledge and practices.
|關鍵詞||学习机会分配、社会资本、跨边界者、大学与学校伙伴关系、allocation of learning opportunities among teachers、social capital、boundary spanner、school-university partnership|
|被围困的流动儿童家长教育期望 ——基于北京市C 区问卷调查的实证研究|