ABSTRACT
Introduction Th is chapter focuses on learning aff orded at the boundaries of communities of practice. Th e chapter begins by highlighting the signifi cance of boundaries and boundary connections in sociocultural and social theories of learning. It goes on to describe how a Teacher Fellowship Scheme was established within the school-university partnership to provide opportunities for learning by connecting various communities of practice. It then examines the opportunities for learning that this nexus of communities aff orded the teacher fellows (hereaft er TFs) through intense and sustained mutual engagement with practitioners from communities of practice other than their own. Finally, the chapter focuses on the experience of one of the TFs as a broker promoting professional learning within his school.
