锦上添花还是雪中送炭：社会资本视角下教师学习机会的分配

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.