Modeling science teacher education as a second order teaching

Research in science Teacher Education frequently uses the term Second-order Teaching when addressing how to teach someone to make them competent to teach others science. This paper presents the development of an expanded model for Second-order Teaching with three different orders of Second-order Teaching. The model is unfolded in a context of boundaries, here the boundaries between the science Teacher Education at university campus and the corresponding teaching by teacher students at school, particularly using the concepts of boundary zone, boundary crossing and boundary objects. The presentation will give a first take on how the discussions in the boundary zone helped new knowledge to emerge between student teachers, teacher educators, and mentors, afforded by the boundary crossing mechanisms.