85Bhabha, H. K. (1994). The location of culture. London: Routledge.
Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: Opportunities
for professional experience. Asia-Pacific Journal of Teacher Education, 37(1), 27–44.
doi:10.1080/13598660802530503.
Bloomfield, D., & Nguyen, H. T. M. (2015). Creating and sustaining professional learning partner-
ships: Activity theory as an analytic tool. Australian Journal of Teacher Education, 40, 22–44.
doi:http://dx.doi.org/10.14221/ajte.2015v40n11.2.
Brady, L. (2002). School university partnerships: What do the schools want? Australian Journal of
Teacher Education, 27(1), 1–8.
Burton, S. L., & Greher, G. R. (2007). School-University partnerships: What do we know and
why do they matter? Arts Education Policy Review, 109(1), 13–24. https://doi.org/10.3200/
aepr.109.1.13-24.
Carlile, P. R. (2002). A pragmatic view of knowledge and boundaries: Boundary objects in new
product development. Organization Science, 13, 442–455.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher
Education, 57(3), 300–314. doi:10.1177/0022487105285962.
Day, C., & Smethem, L. (2010). Partnerships between schools and higher education. In P. P.
B. McGaw (Ed.), International encyclopedia of education (3rd ed., pp. 757–763). Oxford,UK:
Elsevier.
Douglas, A. S., & Ellis, V. (2011). Connecting does not necessarily mean learning. Journal of
Teacher Education, 62(5), 465–476. doi:10.1177/0022487111413605.
Edwards, A., & Mutton, T. (2007). Looking forward: Rethinking professional learning through
partnership arrangements in initial teacher education. Oxford Review of Education, 33(4), 503–
- doi:10.1080/03054980701450928.
Edwards, A., & Protheroe, L. (2004). Teaching by proxy: Understanding how mentors are posi-
tioned in partnerships. Oxford Review of Education, 30(2), 183–197. doi:10.1080/030549804
Edwards, G., Tsui, A. B. M., & Stimpson, P. (2009). Contexts for learning in school-university
partnership. In A. B. M. Tsui, G. Edwards, & F. Lopez-Real (Eds.), Learning in school- univer-
sity partnership: Sociocultural perspectives. New York: Routledge.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental
research. Helsinki, Finland: Orienta-Konsultit.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualiza-
tion. Journal of Education and Work, 14(1), 133–156. doi:10.1080/13639080020028747.
Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing
in expert cognition: Learning and problem solving in complex work activities. Learning and
Instruction, 5(4), 319–336. doi:http://dx.doi.org/10.1016/0959-4752(95)00021-6.
Engeström, Y., Miettinen, R., & Punamaki, R. L. (1999). Perspectives on activity theory. New York:
Cambridge University Press.
Engeström, Y., Sannino, A., & Virkkunen, J. (2014). On the methodological demands of formative
interventions. Mind, Culture, and Activity, 21(2), 118–128. doi:10.1080/10749039.2014.8918
Gutierréz, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research
Quarterly, 43(2), 148–164.
James, M., & Worrall, N. (2000). Building a reflective community: Development through collabo-
ration between a higher education institution and one school over 10 years. Educational. Action
Research, 8(1), 93–114. https://doi.org/10.1080/09650790000200105.
Johnston, D. H. (2010). ‘Losing the joy’: Student teachers’ experiences of problematic relations
with host teachers on school placement. Teacher Development, 14(3), 307–320. doi:10.1080/
13664530.2010.504012.
Kershner, R., Pedder, D., & Doddington, C. (2012). Professional learning during a schools–uni-
versity partnership master of education course: Teachers’ perspectives of their learning experi-
ences. Teachers and Teaching, 19(1), 33–49. doi:10.1080/13540602.2013.744197.
5 Boundary Objects and Brokers in Professional Experience