Revisiting Reflection: Utilizing Third Spaces in Teacher Education

Flessner, Ryan

doi:10.1080/00131725.2014.912711

Cited by 40 publications

(30 citation statements)

References 25 publications

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“…Teacher educators seeking to develop critically reflective practice in TCs admittedly face a number of barriers related to such a task (Boud & Walker, 1998;Flessner, 2014). In addition to challenges of context (Boud & Walker, 1998), the conventional understandings of a teacher's work certainly stand in the way.…”

Section: Discussionmentioning

confidence: 99%

“How am I going to handle the situation?” The Role(s) of Reflective Practice and Critical Friend Groups in Secondary Teacher Education

Carlson

2019

ij-sotl

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This qualitative study was designed as a single-case study of a small, public, teacher education program in the Midwest. The author conducted a study on the perceived role of a "critical friends group" (CFG) in the development of beginning secondary teacher candidates' understandings and practices of reflective practice. Three main types of data, including course assignments, participant interviews, and observations were collected and analyzed. Findings from three (3) focal participants reveal characteristics of reflective teaching from the reviewed literature observed within and across the cases examined here. The perceived importance of the CFG varied on a case-by-case basis, with some experiencing the CFG as friendly, but mostly uncritical, and others remaining indifferent to the arrangement. Additionally, the author elaborates on three broad lessons learned and reinforced through the investigation into the local, including: 1) Critical reflection can and does occur in beginning TCs' practice, 2) CFGs led to informative learning, but not transformative learning, and 3) Designating a group "critical friends" is neither a guarantee of critical thinking or friendship.

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Section: Discussionmentioning

confidence: 99%

“How am I going to handle the situation?” The Role(s) of Reflective Practice and Critical Friend Groups in Secondary Teacher Education

Carlson

2019

ij-sotl

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“…A consequence of such an approach would be the creation of hybrid spaces (Zeichner 2010) or a "third space" in teacher education, "which is separate from the culture of either institution and allows for more creative ways of working together" (Greany and Brown 2015, 14). According to Flessner (2014), this third space also recognises binaries and creates new spaces for reflection and renewal.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Efficacy of teacher education institutions and primary schools in teacher preparation in Zimbabwe

Magudu

Gumbo

2018

SAJHE

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The purpose of this generic, qualitative study was to examine the efficacy of teacher education institutions (TEIs) and schools in Zimbabwe, in regard to partnering for the delivery of teacher education. Data were collected through semi-structured interviews and a focus group discussion (FGD) involving 24 participants comprising student teachers, college lecturers and mentors. The findings revealed that there was a framework for TEI-schools collaboration in teacher preparation. The efficacy of the partnership was, however, undermined by such factors as the inadequate attention accorded to various aspects deemed central to effective partnerships, such as planning, mentoring, TEI visits to schools, communication and inconsistencies that seemed to characterise the relationship. The findings suggest that the efficacy of the partnership can be enhanced by recognising the interdependent nature of the relationship, the diversification of areas of TEIschools joint activity, and increased conversations between the partners about issues which are pertinent to the arrangement. The knowledge derived from the study may provide insights into factors that contribute to undermining the effectiveness of partnerships, as well as the implications of these for the professional development of prospective teachers.

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“…This collaborative connection and learning I experienced has helped me conceptualize a thirdspace for teacher candidates and practicing teachers to connect with one another in an online environment where traditional mentoring approaches and learning experiences for practicing teachers are reconceptualized as a space of inquiry and learning for all. Flessner (2014) summarizes my understanding of the term thirdspace: "a place of reflection, renewal, and change in which two supposedly oppositional worlds are re-imagined to identify tensions, conflicts, exaggerations of distance, commonalities across domains, sources of insight, and inspiration for action" (p. 6).…”

Section: Collaborations With Othersmentioning

confidence: 99%

“…This familiarity also enables preservice teachers to use approaches they experienced in their own education (Bransford, Derry, et al, 2005). Due to this perpetual discourse of division between university and classroom settings, the benefits of a thirdspace were explored for inservice and preservice teacher collaborations (Flessner, 2014;Soja, 1996). I will expand more upon this perceived gap in chapter two.…”

Section: Accreditation Of Teacher Education (Ncate) Blue Ribbon Panelmentioning

confidence: 99%

“…The following research questions guided my study as I sought to understand the potential of an online thirdspace where preservice and in-service teachers could engage in critical reflections and discussions. The questions that I crafted for this study potentially add to the field of education because previous literature has suggested a need to study small closed social networking sites (Kelly & Antonio, 2016;Killeavy & Moloney, 2010;Macià & García, 2016;Turvey & Hayler, 2017) and thirdspace theory has suggested a need to study a place where connections and disconnections between two spaces can be explored for reflection and renewal (Flessner, 2014). Also using the framework for understanding teaching and learning (Bransford, Darling-Hammond, et al, 2005) as a guiding question has helped me examine how participants are or are not making connections between theory and practice and understand what is happening in online spaces among educators.…”

Section: Research Questionsmentioning

confidence: 99%

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A Place To Grow: Examining Teachers’ Interactions In An Online Thirdspace

Belcher¹

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CHAPTER I: BACKGROUND TO THE STUDY My desire to become an educator began at a young age when I played school with my sister. We would always fight over who would be the teacher each time we played. My own schooling experiences only furthered my love of learning: I loved school and I admired all my teachers at that time, just as young children often do. In my elementary years, school was easy for me. In high school, I had to work hard and study often, but I was still a good student. I completed my assignments, I earned good grades, and continued to admire many of my teachers. At the same time, I began to recognize that not all teaching practices were effective in supporting my learning. In college, coursework became more challenging, as I was asked to think critically and comprehend deeply. This was something new for me as most of my schooling experiences centered around a banking model (Freire, 1970), in which I was expected to regurgitate information on a test. Since this had been a common part of my experiences as a student, upon entering college, I did not recognize the potential of other possibilities. As an elementary education major in college, I realized there is more to teaching than what I enacted playing school with my sister, what I interpreted as a student, or even what I learned during my undergraduate teacher education which began in 2002. I chose to participate in the Professional Development School (PDS) program during my final year at Illinois State University (ISU). I was excited for the opportunity to work closely with a mentor teacher in a district where technology was prevalent. I had heard many great testimonials from other PDS teacher candidates, I could not have imagined being prepared to teach in another student teaching placement. However, it was also during this time that I began to notice some conflicts between my own teaching and what I learned about during my undergraduate coursework. My perspective on teaching and what it meant to be a teacher continued to evolve as I began working in my

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Revisiting Reflection: Utilizing Third Spaces in Teacher Education

Cited by 40 publications

References 25 publications

“How am I going to handle the situation?” The Role(s) of Reflective Practice and Critical Friend Groups in Secondary Teacher Education

“How am I going to handle the situation?” The Role(s) of Reflective Practice and Critical Friend Groups in Secondary Teacher Education

Efficacy of teacher education institutions and primary schools in teacher preparation in Zimbabwe

A Place To Grow: Examining Teachers’ Interactions In An Online Thirdspace

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