ABSTRACT
This chapter offers some fresh insights into teacher education practices introducing theoretical aspects of boundary crossing and discusses curricular settings for innovation. The spin-offs from Gender Innovation and Mentoring in Mathematics and Science (GIMMS) offered into the design phase of the Partnership in Learning between University and School project included concepts of innovation as boundary crossing and discursive deliberation for school-university planning in the practicum. GIMMS teachers and teacher educators sought to find a common understanding of a problem through dialogue and interpretation and were able to agree on a common goal of innovation in their practices. The relationships in this framework were realized as communication of equal partners from different communities with extended perspectives for curricular innovation and gender-awareness. GIMMS case studies focused on change in the area of gender-awareness through deliberative collaboration and notions of teacher learning and productive mentoring between teachers, mentors and teacher educators in secondary schools.
