Partnerships as third spaces for professional practice in initial teacher education: A scoping review

Daza, Viviana; Guðmundsdóttir, Gréta Björk; Lund, Andreas

doi:10.1016/j.tate.2021.103338

Cited by 75 publications

(61 citation statements)

References 61 publications

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“…As teacher educators, we have tried university-school collaboration as part of some English courses through a strategy which has gradually been developed and reinterpreted as a third space (see Holmbukt & Son, 2017, 2020. We have thus sought to create stronger connections to practice, in the form of a third space, where theory and practice are seen as equally important elements instead of competing discourses of TEd (Daza et al, 2021;Zeichner, 2010;BERA, 2014;Cuenca et al, 2011;Jenset et al, 2018;Jónsdóttir, 2015;Klein et al, 2013;NCATE, 2010;Norwegian Ministry of Education and Research, 2018;Williams, 2014;Holmbukt & Son, 2020).…”

Section: Third Spacementioning

confidence: 99%

“…In the present context, a third space is a platform that brings together pupils, student teachers, practice teachers and university teachers in collaborative partnerships. The goal is to encourage a non-hierarchical status among the educators engaged in TEd for English, which may open new forms of activities and engagement in learning (Daza et al, 2021;Holmbukt & Son, 2020).…”

Section: Third Spacementioning

confidence: 99%

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Endre lærerutdanning i engelsk – motsetninger i aktivitetssystemet som hindrer et tredje rom partnerskap

Holmbukt

Son

Larsen

2023

ADNO

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Denne artikkelen adresserer teori-praksisgapet i Grunnskolelærerutdanning for 5.-10. trinn i Norge. Vi undersøker i hvilken grad avstanden mellom teori og praksis kan reduseres ved å etablere et tredje rom partnerskap mellom teorifeltet (campus) og praksisfeltet (skolen). Studien er basert på andregenerasjons kulturhistorisk aktivitetsteori, og gjennom en systematisk undersøkelse (DWR) av vårt aktivitetssystem for engelsk for 5.-10. trinn settes det samtidig et kritisk søkelys på systemet. En kvalitativ dokumentanalyse av nasjonale og lokale dokumenter som er retningsgivende for undervisning i engelsk er gjennomført, med den hensikt å undersøke i hvilken grad disse dokumentene foreskriver, eller oppmuntrer, integrering av teori og praksis i lærerutdanning i engelsk. Det finnes spenninger på to nivå i det nåværende aktivitetssystemet for engelsk: internt i faktoren ‘regler’, dvs., mellom nasjonale dokumenter og lokale planer, og mellom ulike emneplaner. Det er også manglende koherens mellom faktorene ‘regler’ og ‘redskaper’ i aktivitetssystemet som gjør det utfordrende å praktisere et tredje rom. Den nære forbindelsen mellom teori og praksis, som er nødvendig for god indre sammenheng i lærerutdanningen i engelsk, mangler i dag. Uten at de eksisterende spenningene og motsetningene i aktivitetssystemet løses, kan det virke urealistisk å forvente at et tredje rom som forener ‘teori’ og ‘praksis’ kan bli formelt etablert.

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Section: Third Spacementioning

confidence: 99%

Section: Third Spacementioning

confidence: 99%

Endre lærerutdanning i engelsk – motsetninger i aktivitetssystemet som hindrer et tredje rom partnerskap

Holmbukt

Son

Larsen

2023

ADNO

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“…A few studies have investigated the impact of school spaces on learning and wellbeing (e.g., Hughes et al, 2019;Kariippanon et al, 2018;McGregor, 2004). Other studies have examined the complexities of space in education as institutions offer spaces that deconstruct traditional classrooms (e.g., Reinius et al, 2021;Yu et al, 2021), create partnerships (e.g., Abraham, 2021;Cuenca & Gilbert, 2019;Daza et al, 2021), and/or incorporate virtual learning environments for hybrid education (From, 2020;Granito & Santana, 2016). These studies underscore (1) the necessity to contest educational space, and (2) sociomaterial notions of space as inextricably linked to the tangible and semiotic power that matter has in mobilising education.…”

Section: Space In Educational Researchmentioning

confidence: 99%

'What If It's Been Space All this Time?': Understanding the Spatiality of Language Teacher Education

Banegas

2022

Preprint

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“…This reform aims at professionalising teacher education and minimising the commonly described 'theory-practice divide' within the field (see for example Zeichner, 2010;Korthagen, 2010) by means of an inclusive and participatory approach that increases collaboration with a wide range of stakeholders (Advisory Panel for Teacher Education, 2020). While a solid body of teacher education research on university-school partnerships does exist (Daza et al, 2021;Livingston & Flores, 2017;Lillejord & Børte, 2016), research on such partnerships within the subject of music specifically, is scarce.…”

Section: Introductionmentioning

confidence: 99%

Soundtrapped? Socio-material perspectives on collaborative teaching within the music classroom

Holdhus¹,

Christophersen

Partti³

2022

Research Studies in Music Education

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This article draws on a classroom project to explore the complexities of collaborative teaching within the music classroom, where a professional team collaborated to facilitate digital music-making at a lower secondary school in Norway during a student teacher practicum placement. The collaborative team, including in-service and pre-service teachers, researchers, and a professional musician, facilitated a composing project by means of the digital audio workstation (DAW) Soundtrap. The purpose was to shed light on the complexity and emergence of the collaborative music project; how material, structural, and educational conditions impacted the process; and the pre-service music teachers’ ways of handling a complex situation. The study was theoretically guided by a socio-material perspective, more specifically by complexity theory, and an abductive analysis was performed. In keeping with the nonlinearity and complex causality of socio-materialism and complexity theory, the researchers created three reflexive viewpoints: emergence, enabling constraints, and entanglements. The results show that technological and technical issues permeated the classroom work, making it difficult to separate social and material aspects of the project. Awareness of the entanglement of social, institutional, historical, and material dimensions of education thus can provide a useful framework for emerging music teachers’ professional development. In this way, our findings support the claim that music teacher education should aim at helping pre-service teachers prepare for encounters with complex and versatile educational situations.

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Partnerships as third spaces for professional practice in initial teacher education: A scoping review

Cited by 75 publications

References 61 publications

Endre lærerutdanning i engelsk – motsetninger i aktivitetssystemet som hindrer et tredje rom partnerskap

Endre lærerutdanning i engelsk – motsetninger i aktivitetssystemet som hindrer et tredje rom partnerskap

'What If It's Been Space All this Time?': Understanding the Spatiality of Language Teacher Education

Soundtrapped? Socio-material perspectives on collaborative teaching within the music classroom

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