Abstract This study provides a) an evaluative framework for boundary-crossing collaboration in teacher education, which is inspired by the discourse of transdisciplinarity. In addition, it offers b) empirical insights about so-called Transdisciplinary Development Teams, which comprise practitioners, researchers, and student teachers. The framework bases on (1) epistemic, (2) social, and (3) organisational integration characteristics such as (1a) mutual learning, (1b) knowledge integration, (2a) perceived trustworthiness, (2b) appreciation within the team, and (3a) collective ownership of goals. Drawing on a written survey with n = 62 participants, the empirical study provides findings on three research questions. First, all dimensions of integration characteristics have been rated high on average. Second, results of a one-way ANOVA establish that the main actor groups perceive the work in Transdisciplinary Development Teams as integrative with regard to previously stated characteristics. Third, the analysis of a manifest path model substantiates theoretically assumed effect relationships. Subsequently, transdisciplinary dimensions of integration characteristics appear suitable for assessing boundary-crossing collaboration in teacher education.

中文翻译：

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用于评估师范教育跨界合作整合的跨学科评估框架

摘要 本研究提供了 a) 教师教育跨界合作的评估框架，该框架受到跨学科话语的启发。此外，它还提供了 b) 关于所谓的跨学科发展团队的实证见解，该团队由从业者、研究人员和学生教师组成。该框架基于 (1) 认知、(2) 社会和 (3) 组织整合特征，例如 (1a) 相互学习、(1b) 知识整合、(2a) 感知可信度、(2b) 团队内部的欣赏，以及(3a) 目标的集体所有权。借助 n = 62 名参与者的书面调查，实证研究提供了关于三个研究问题的结果。首先，集成特性的所有维度均被评为高。第二，单向方差分析的结果表明，主要参与者群体将跨学科开发团队的工作视为与先前所述特征的整合。第三，对明显路径模型的分析证实了理论上假设的效果关系。随后，整合特征的跨学科维度似乎适合评估教师教育中的跨界合作。