Finding a third space in teacher education: creating an urban teacher residency

Klein, Emily J.; Taylor, Monica; Onore, Cynthia; Strom, Kathryn J.; Abrams, Linda

doi:10.1080/10476210.2012.711305

Cited by 111 publications

(72 citation statements)

References 31 publications

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“…Much has been written about the complexity of democratic interventions at local level, even in more resource-rich environments (Klein et al 2013;Zeichner et al 2015). How much more complex, then, is the challenge to sustain interventions for social justice across a national teacher education system in a country like South Africa, that is struggling to overcome a historical legacy of gross inequality?…”

Section: Towards a System-wide Interventionmentioning

confidence: 99%

“…One thinks of Professional Development Schools in the USA (DarlingHammond 2014), urban teacher residencies, also in the USA (Klein, Taylor, Onore, Strom, & Abrams 2013), internship schemes in the United Kingdom (Browne & Reid 2012), programmes in Australia (Broadbent & Brady 2013), school-university partnerships in Hong Kong (Tsui, Edwards & Lopez-Real 2009), and similar initiatives in many other countries (Mattson, Vidar Eilertsen & Rorrison 2011). In a sense then, one could argue that this initiative was nothing new, the significance being rather in the call to harness collective resources across the system to improve the contribution of teacher education to the quality of education in the country.…”

Section: Professional Practice Schoolsmentioning

confidence: 99%

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Professional practice schools as a form of school-university partnership in teacher education: towards a social justice agenda

Robinson¹

2016

Educ. as change

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Twenty years into democracy, South Africa is still struggling to improve the quality of its education system. The identification of schools that can work closely with universities to mentor student teachers has been suggested as one way in which teacher education can contribute to an improved education system. The article outlines research that was conducted to establish the conditions for the establishment of Professional Practice schools, seen as schools that, regardless of resource level, would offer excellent support to student teachers on Teaching Practice. Drawing on activity theory as well as Fraser's (2008) three dimensional theory of justice, the paper explores the challenges and possibilities of such school-university partnerships as a form of social justice in South Africa. Vision, agency, shared expertise, material conditions and institutional capacity are argued to be key factors of a system-wide approach to enhancing teacher education in the country.

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Section: Towards a System-wide Interventionmentioning

confidence: 99%

Section: Professional Practice Schoolsmentioning

confidence: 99%

Professional practice schools as a form of school-university partnership in teacher education: towards a social justice agenda

Robinson¹

2016

Educ. as change

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“…Faculty led instructional rounds with residents and mentors, taught courses, and co-facilitated action research on-site in schools. Curriculum was negotiated and emergent and the program actively sought to integrate academic, practitioner, community, and student knowledge, and not to privilege one over the others (Klein, Taylor, Onore, Strom, & Abrams, 2013).…”

Section: Background Of the Urban Teacher Residencymentioning

confidence: 99%

Making the leap to teacher: Pre-service residents, faculty, and school mentors taking on action research together in an urban teacher residency program

Klein¹,

Taylor²,

Monteiro³

et al. 2015

Networks: An Online Journal for Teacher Research

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This article explores what happens when school mentors and university faculty co-facilitate a cycle of action research with pre-service science teacher residents in an urban teacher residency. The voices of all three constituents describe the process of doing action research together in community and its impact on their practice. The pre-service teacher residents narrate their questions, how they explore them, and highlight their findings. They discuss how the use of action research as a methodology deepened and extended their development as critically reflective practitioners. Finally we discuss the implications of the inquiry stance of action research for both the individuals and the schools and districts of which they are a part.

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“…However, of most interest to the research in hand is the work of Klein et al (2013), this is due to their acknowledgement of third space not merely being that of a physical space but instead perceptual as its starting point which may then in turn affect and effect the wider educational establishment and the community (Klein et al, 2013 Klein et al, 2013). This is interesting on two levels, one being the question of utopian meaning a better place or utopian as perceived as something to aim for, the second point being are they abstractedly referring to the true meaning of the word utopianowhere?…”

Section: Likewise Shields (1992) Does Not Tackle Examples Of Marginsmentioning

confidence: 99%

“…This issue was also noted in an earlier section of this review in that little is written about gangs' use of third places or education within 'gangs', it seems least of all about the three key components of the research in hand; -third spaces; -'gang' cultures; and education. Although there is a limited literature for third space and education, the focus is on conceptual third space and concentrating on teacher training and practice (for instance Klein et al, 2013), with other texts not directly dealing with third space but instead space use and perception with a focus on social exclusion taking a stance based upon Lefebvre's work (Thompson, Russell and Simmons, 2013;Smyth and McInerney, 2013).…”

Section: Likewise Shields (1992) Does Not Tackle Examples Of Marginsmentioning

confidence: 99%

Educating 'Gangsters': Social space, informal learning and becoming 'Gang' involved

McHugh¹

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This research focuses on the previously neglected topic of how people are educated into groups commonly described as 'gangs'; in particular, this thesis outlines the role that social space plays in such educative processes. This focus enables both a new contribution to knowledge in the field of 'gang' studies and understandings of the way social space is used, understood and perceived by those involved in 'gangs'.Much research exists in the field of 'gang' studies spanning various disciplines and sub-fields. The existing literature on 'gangs' predominantly engages with typographies, definitions and prevention; the majority of which stems from a criminological perspective. There has been no direct attempt to explore the ways in which people are educated into 'gangs' thus far. Rather than begin from any predetermined assumptions, this research centred on people who have been involved with or affected by 'gangs' in order to begin from the lived experiences of those involved or affected.In-depth interviews were carried out with twenty-two participants who are, or were: involved in 'gangs'; family members of 'gangs'; and professionals who work with 'gangs' (most of whom were previously involved in such groups themselves). Other ethnographic methods were utilised alongside interviews: primarily overt, with some covert participant observations. Ethnographic aspects of the research were undertaken during a twelve-month period in social spaces that were highlighted by participants as being synonymous with, and frequented, by 'gangs'. This thesis highlights the conditions, structures, agentive responses and social spaces that form the educative processes for becoming involved in 'gangs'. My contribution to knowledge herein demonstrates how: education within 'gangs' takes place through stories, social haunting and reflection within third places and the wider community; occurs under structural conditions but is mediated by agentive choice; social space fosters a community spirit and offers the opportunity to become someone. Word count: 299iii

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Finding a third space in teacher education: creating an urban teacher residency

Cited by 111 publications

References 31 publications

Professional practice schools as a form of school-university partnership in teacher education: towards a social justice agenda

Professional practice schools as a form of school-university partnership in teacher education: towards a social justice agenda

Making the leap to teacher: Pre-service residents, faculty, and school mentors taking on action research together in an urban teacher residency program

Educating 'Gangsters': Social space, informal learning and becoming 'Gang' involved

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