ABSTRACT
A partnership approach for curricular innovation of school practice requires a cross-institutional infrastructure to link experiences and epistemic resources from multiple communities of practice. Traditions as long-term agreements and relationships can be of central importance for a collaborative partnership in curriculum innovation. Partnership as a collaboration of multiple communities with conditions of long-term relationships, traditions, leadership, mutual agreement or boundary crossing on the one side and tensions through social conflicts and power or contradictions can best be subsumed under Cultural-Historical Activity Theory. Referring to D. Bloomfield and H. T. M. Nguyen, a starting point of the partnership between the sketched systems of school and university may be collaborative pre-service teacher education. The Community-Engaged Scholars program in the United States refers to university education for doctoral students. A partnership for boundary crossing is required, a jointly organized setting with facilitating conditions and participants with higher-order communicative competencies.
