This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes - school-university partnership and sociocultural and social theories of learning - have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique.

Amy B. M. Tsui, Gwyn Edwards, Fran Lopez-Real, Tammy Kwan, Doris Law, Philip Stimpson, Rosina Tang, and Albert Wong are participants in the Hong Kong Unified Professional Development Project.

Preface

Contributors

Part I School-University Partnership and Theories of Learning

1. Contexts for Learning in School-University Partnership Gwyn Edwards, Amy B. M. Tsui and Philip Stimpson

2. Sociocultural Perspectives of Learning Amy B. M. Tsui, Fran Lopez-Real and Gwyn Edwards

Part II Cases of Learning in School-University Partnership

3. On Becoming a Member of a Community of Practice Gwyn Edwards and Amy B. M. Tsui

4. Mentoring, Learning and Identity Formation Tammy Kwan, Fran Lopez-Real and Amy B. M. Tsui

5. Tripartite Conferences: Positioning and Activity Systems Fran Lopez-Real, Doris Law and Rosina Tang

6. Mutual Engagement and Boundary Crossing in Lesson Studies Doris Law and Amy B. M. Tsui

7. Connecting Communities of Practice Albert Wong and Gwyn Edwards

Part III Reflections

8. Sociocultural Theories of Learning Revisited Amy B. M. Tsui

References

Author Index

Subject Index