Understanding Teacher Learning Through “Boundary Crossing” in the Greater Bay Area: Voices From Hong Kong and Guangzhou

Alongside the growing demand for educational reform, calls for commitment to teacher learning have increased exponentially in the last decade. Yet, little is known about the effects teacher learning across different educational systems (what we will also call “cross‐system teacher learning practices”) have on the work itself, or how the learning these teachers experience across schools is reflected in their engagement in practices and activities when they return to their original schools and classrooms. Through the lens of activity theory, this study aims to ascertain the experiences of groups of teachers in mainland China and Hong Kong who participate in cross‐system teacher learning activities. A qualitative multi‐case study was adopted where three schools were sampled in both Guangzhou and Hong Kong. Six principals and 12 teachers participated in the study. Interviews were collected and qualitatively analysed to categorise the major processes and effects of cross‐system teacher learning and capture the nature of cross‐system teacher learning in China. The study showed that: (a) education departments “set the tone” for teacher education across different educational systems; (b) teaching methods and “the other side” of educational development serve as boundary objects; (c) principals function as boundary brokers; and (d) different types of learning activities regulate teacher learning. Four recurrent themes emerged related to the impact of cross‐system teacher education: (a) awareness and understanding; (b) increased collective efficacy; (c) decision‐making and problem‐solving; and (d) teaching knowledge and skills. It is argued that equity and sustainability were central issues that teachers faced during the study. Relational trust contributed to teachers’ collaboration across different educational systems and community‐building. In the end of this article, suggestions to support cross‐system teacher learning are made and implications for future research are proposed.