Teacher Educator Professional Learning in the Third Space

Williams, Judith Joy

doi:10.1177/0022487114533128

Cited by 112 publications

(75 citation statements)

References 19 publications

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“…Lefebvre 1991;Gutierrez 1995;Soja 1996;Moje et al 2004;Gutiérrez 2008). In the field of teacher preparation, spatialised theorisation has been mobilised to understand the intersections and interstices of the work of the university and the school: hybrid or third spaces are said to exist, for example, when practices cross 30 the so-called academic and practitioner boundaries (Zeichner 2010;Martin, Snow, and Franklin Torrez 2011;Taylor, Klein, and Abrams 2014;Williams 2014). In this paper, we draw on Bhabha's (1994) notion of 'in-between' spaces, and on Guetierrez's (2008) notion of authentic interactions in a discursive space, and conceptualise third space as that which is created through an integration 'of knowledges 35 and Discourses drawn from different spaces' (Moje et al 2004, 41).…”

Section: Aq3mentioning

confidence: 99%

Supporting beginner teacher identity development: external mentors and the third space

McIntyre

Hobson

2015

Research Papers in Education

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This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors show how external mentors (experienced, subject specialist teachers who were not based in the same schools as the teachers they were supporting) facilitated opportunities for mentees to negotiate and shape their professional identities, and made valuable contributions to three distinct and important aspects of beginning teachers' identity development. The paper argues that non-judgemental support from external mentors enhances beginner teachers' professional learning and identity development through the creation of a discursive 'third' space in which mentees are able to openly discuss professional learning and development needs, discuss alternatives to performative norms and take risks in classrooms. Opportunities for beginner teachers to engage in such activities are often restricted in and by the current climate of schooling and teacher education within England.Keywords: beginning teachers; external mentoring; teacher identity; teaching physics; third space Introduction This paper is based upon an analysis and theorisation of a subset of data generated for an original study of external mentor support for teachers in England (Hobson et al. 2012). We use the term 'external mentor' to refer to an experienced teacher who has the same subject specialism but is not employed in the same school as the teacher they are supporting. The interaction between external mentor and mentee may take place within and/or outside of the mentee's school, and may be face-toface and/or remote. The data analysed relate to mentoring support on two programmes. First, a pilot programme of regional mentoring for participants undertaking the Physics Enhancement Programme, a subject knowledge enhancement (SKE) programme for non-specialist beginning teachers of secondary physics (Shepherd 2008 'how teachers define themselves to themselves and to others ' (Lasky 2005, 901). In particular, we show how working with a subject specialist educator operating in a purely supportive role can enable beginning teachers of physics to overcome challenges associated with three important features of identity development. In so doing, we suggest that 'third space' (Bhabha 1990) provides a valuable theoretical lens to 10 understand how external mentors facilitated the emergence of new dialogic spaces, within which the beginner teachers were enabled to better understand and negotiate their professional identities. Understanding how pre-service and early career teachers shape and can be helped to develop their professional identities is an important consideration to all who work with them, not least because of the interplay between tea-15 cher identity and teacher resilience, teacher well-being and teacher effective...

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Section: Aq3mentioning

confidence: 99%

Supporting beginner teacher identity development: external mentors and the third space

McIntyre

Hobson

2015

Research Papers in Education

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“…To ensure that our TEP continues to explore ways to minimize and perhaps even benefit from the UPD, our focus for the future is to: (a) ensure that we make these divides an explicit part of our program development; (b) identify not just solutions or bridges between these divides, but also value the space itself; and, (c) explore the generative and connective opportunities of this UPD as a possible third space (Lewis, 2012;Williams, 2014). A final question for further study emerged from our conclusions: In what ways could the presence of the UPD as described in this study be beneficial to teacher education?…”

Section: Discussionmentioning

confidence: 99%

“…This raises concerns of power as it results in shifting the control of what is taught from the field to the university. Literature regarding this divide or chasm in teacher education is just as prevalent (Cochran-Smith & Lytle, 1990;Cuenca, Schmeichel, Butler, Dinkelman, & Nicols, 2011;Feiman-Nemser & Buchmann, 1983;Friedrichsen, Munford, & Orgill, 2006;Grossman & McDonald, 2008;Martin, Snow, & Franklin Torrez, 2011;Smagorinksy, Cook, Moore, Jackson, & Fry, 2004;Smith & Avetisian, 2011;Wideen, Mayer-Smith, & Moon, 1998;Williams, 2014;Zeichner, 2010;Zeichner & Miller, 1996;Zeichner & Tabachnick, 1981). We acknowledge that this persistent metaphor of a divide is also born out of both student teacher misconceptions of teaching and negative perceptions of teacher education programs.…”

Section: Historymentioning

confidence: 99%

Examining the University-Profession Divide: An Inquiry into a Teacher Education Program’s Practices

Sivia

MacMath

2016

cjsotl-rcacea

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This paper focuses on the divide between the university as a site of teacher education and the profession of practicing teachers. We employed a theoretical inquiry methodology on a singular case study which included formulating questions about the phenomena of the university-profession divide (UPD), analysing constituents of the UPD, and developing a language system to represent our findings about the UPD. The questions guiding our examination were: How do we conceptualize this divide? How are these concepts represented in the literature? How can a Teacher Education Program (TEP) respond to the divide? The theoretical inquiry was conducted within a singular case study of a TEP in order to explore the chasm between these two settings in a limited and focused manner. Our inquiry led to the identification of three key concepts: competing cultures, competing expectations, and theory-practice dichotomy. In analyzing these concepts and responding to questions which drove this inquiry from the beginning, we assert that these concepts contribute to the divide and therefore, have implications for teacher education programming. We summarize findings about these three concepts, suggest causes for the chasm, and offer recommendations to address the divide. Finally, we argue that while it is important to address the divide to enhance teacher education, the divide itself is a potentially rich site of possibilities. We contend that a reconceptualization of the UPD in this way might mitigate its negative impact on teacher education curriculum and programming. Cet article se concentre sur l’écart qui existe entre l’université en tant que lieu de formation des enseignants et la profession d’enseignant en exercice. Nous avons employé une méthodologie d’enquête théorique basée sur une seule étude de cas qui comprenait des questions sur l’écart entre université et profession, l’analyse des composantes de cet écart et le développement d’un système de langue pour représenter nos résultats concernant l’écart entre université et profession. Les questions qui ont guidé notre examen étaient les suivantes : Comment conceptualisons-nous cet écart? Comment ces concepts sont-ils représentés dans les publications? Comment un programme de formation des enseignants peut-il répondre à cet écart? L’enquête théorique a été menée sur une seule étude de cas d’un programme de formation des enseignants afin d’explorer le gouffre qui existe entre ces deux domaines d’une manière limitée et ciblée. Notre enquête a permis d’identifier trois concepts clés : la concurrence entre les cultures, la concurrence entre les attentes et la dichotomie entre théorie et pratique. Suite à l’analyse de ces concepts et aux réponses obtenues aux questions qui étaient à l’origine de cette enquête dès le départ, nous pouvons affirmer que ces concepts contribuent à l’écart et, par conséquent, ont une incidence sur les programmes de formation des enseignants. Nous résumons nos résultats concernant ces concepts, suggérons des raisons à l’origine du gouffre et proposons des recommandations pour remédier à l’écart. Pour finir, nous suggérons que, bien qu’il soit important de remédier à l’écart afin d’améliorer la formation des enseignants, l’écart lui-même est un lieu potentiellement rempli de riches possibilités. Nous soutenons qu’une reconceptualisation de l’écart entre université et profession selon cette manière pourrait mitiger ses effets négatifs sur le curriculum et les programmes de formation des enseignants.

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“…Therefore, teachers should support, supervise and guide students to achieve the desired competencies (Goodwin et al, 2014). (Williams, 2014) added that there are three teacher essential dimensions in the teaching and learning process; that is, (1) managing the teachers conception relating to personal identity, (2) identifying the perspective change related to the teaching and learning process, (3) negotiating complex professional relationships associated with learning. These three dimensions explain the teachers ability in understanding pedagogical components.…”

Section: The Prototype Of Lesson Design and Workbooksmentioning

confidence: 99%

Technological Pedagogical and Content Knowledge of Biology Prospective Teachers

2017

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This research was conducted for analyzing Technological Pedagogical and Content Knowledge (TPACK) of biology prospective teachers in Riau Province. The study was carried out to fulfill Indonesian Government's policy on Indonesian Qualification Framework (IQF) 6-Level. This development research aimed to analyze, design and develop a model to enhance the competency and competitiveness of Education College graduates to meet their professional, social and industrial needs. This paper discussed a preliminary study of the developed models for strenghtening the prospective teachers from Biology Education Departement, conducted through a survey of 243 students from four different colleges of education in Riau Province. The data were collected through a test and interview. The instruments used contained seven variables of knowledge, namely Technology, Paedagogy, Content, Technological Paedagogy, Technological Content, Technological knowledge and TPACK. The instruments was improved through their validity and reliability test. The TPACK performance of Prospective Biology teachers seemed low. Based on the need analysis two products will be generated. First, a lesson design and the second was a work books. This study had an implications for increasing the competence of biology education graduates. The lesson design and competency test instruments could be used for College of Biology Education and teacher professional education in developing competency test for selection system. The TPACK workbook could be used as teacher enrichment in sustainable profession development such as classroom action research, learning innovation contest, and science teacher olympiad.

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Teacher Educator Professional Learning in the Third Space

Cited by 112 publications

References 19 publications

Supporting beginner teacher identity development: external mentors and the third space

Supporting beginner teacher identity development: external mentors and the third space

Examining the University-Profession Divide: An Inquiry into a Teacher Education Program’s Practices

Technological Pedagogical and Content Knowledge of Biology Prospective Teachers

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