There is little empirical research on the important question of how knowledge interaction occurs between univer-sity teachers and primary and secondary school teachers in the context.Through qualitative research on multiple cases of cross-boundary cooperation between universities and primary and secondary schools,this study has found three distinct models of knowledge interaction:the knowledge transfer under university teachers'leadership,the knowledge transformation after internal-ization and reconstruction,and the knowledge production based on research partnerships.Based on these findings,this study pro-poses that self-positioning and status relationship,the focus and continuity of knowledge interaction,the level of involvement and cross-boundary interaction ability are important factors influencing the effectiveness of knowledge interaction between university teachers and primary and secondary school teachers.
关键词
"U-S"合作/跨界知识互动/知识生产
Key words
"U-S"cross-boundary cooperation/knowledge interaction/knowledge production
万方数据