Theorising the Third Space of Professional Experience Partnerships

Forgasz, Rachel; Heck, Deborah; Williams, Judy; Ambrosetti, Angelina; Willis, Linda-Dianne

doi:10.1007/978-981-10-5484-6_3

Cited by 20 publications

(12 citation statements)

References 15 publications

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“…The EIF idea drew its theoretical inspiration from not just the national teacher education policy, which exhorted teacher-educators to draw on teachers' experiences, but from a broader attempt of the academic partner to develop a 'third space' curriculum for teacher development, built on effective problem-solving practices of teachers and theoretical content from teacher-educators (Kuril, 2019). The concept of third space or hybridity has been used by Bhabha (1990) in postcolonial contexts as a lens to understand the tensions in the identities arising because of the cultural differences that 'contingently and conflictually touch' (Bhabha, 1994: 296; see also Forgasz et al, 2018). In contrast, Soja (1996) has used 'third space' to provide a third option as a response to binaries, as has Gutiérrez et al (1999), who stress dialogue as a way to address power differentials.…”

Section: Setting the Context For The Zones Of 'Proximal' And 'Contribmentioning

confidence: 99%

Dialoguing with teacher-educators, valorizing teacher innovations

Chand¹,

Kuril²,

Shukla³

2020

LRE

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This article describes the educational innovation fairs (EIF), a large-scale collaborative action research initiative undertaken by an academic institution and the teacher-education department of a provincial government in India over a three-year period (2015 to 2017). The EIF initiative primarily sought to help teacher-educators in 26 sub-provincial teacher training institutes (STTIs) realize the potential of teacher-generated innovations to enrich the teacher training curriculum in the state-run schooling system. It required teacher-educators to identify and validate innovative teacher-generated work, that was then displayed for two days in a year in a public exhibition visited by a large number of teachers. Case studies of the displayed work were then sent to schools and used in teacher training programmes. The EIF experience indicates the importance of setting the political and academic context carefully if action research is to take off in the public education system. Second, the policy adaptation that is inevitable in such a system implies an understanding of the deviations that might be considered tolerable. Finally, the partners need to jointly reflect on and consciously plan their post-collaboration individual trajectories during the collaboration itself, for the outcomes of action research have to be embedded in an evolving research agenda aimed at continuous improvement.

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Section: Setting the Context For The Zones Of 'Proximal' And 'Contribmentioning

confidence: 99%

Dialoguing with teacher-educators, valorizing teacher innovations

Chand¹,

Kuril²,

Shukla³

2020

LRE

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“…En el ámbito específico de formación inicial docente, el concepto de tercer espacio ha sido utilizado para explorar el tema de las prácticas pedagógicas desde la perspectiva de dos problemáticas estrechamente relacionadas: la relación entre escuela y universidad y la relación entre teoría y práctica (ver, por ejemplo, Cuenca, Schmeichel, Butler, Dinkelman & Nichols, 2011;Elsden-Clifton & Jordan, 2015;Forgasz, Heck, Williams, Ambrosetti & Willis 2018;Grenfell, 1998;Jordan & Elsden-Clifton, 2014;Martin, Snow & Torres, 2011;McDonough, 2014;Trent, Gao & Gu 2013;Zeichner, 2010). Este enfoque ha surgido debido a una crítica extensa hacia la desarticulación entre la formación teórica universitaria y la realidad práctica escolar.…”

Section: Tercer Espacio Educación Y Prácticas Pedagógicasunclassified

Transitando de estudiante a profesor: rearticulaciones en el tercer espacio de una práctica temprana comunitaria

Moraru

Santana

2018

Estud. pedagóg.

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INVESTIGACIONESTransitando de estudiante a profesor: rearticulaciones en el tercer espacio de una práctica temprana comunitaria The transition from student to teacher: students' negotiations in the third space of an early community practicum RESUMEN El artículo analiza las experiencias de tres estudiantes de tercer año de pedagogía en inglés que asumieron el rol de profesores en el marco de un proyecto que funcionó como una práctica temprana comunitaria; los estudiantes dirigieron talleres de reforzamiento de inglés a un grupo de alumnos de primero a cuarto básico en una comuna con un alto índice de pobreza. Utilizando el concepto de tercer espacio de Homi Bhabha, el artículo explora el impacto de esta práctica en la trayectoria profesional de los estudiantes. Durante la práctica, ellos se encuentran en un tercer espacio, siendo ni estudiantes, ni profesores, sino que algo entre medio. Se argumenta que este espacio hibrido permite una transición parcial de estudiante a profesor, que se manifiesta a través de una serie de negociaciones de tensiones. Por tanto, el artículo analiza las principales rearticulaciones que este proceso genera desde la perspectiva de los estudiantes.Palabras clave: tercer espacio, hibridez, prácticas tempranas comunitarias, transición, educación ABSTRACT The article explores the experiences of three third-year Chilean EFL student teachers who took on the role of teachers in a community engagement project based in Santiago during the first semester of 2017. During this early community practicum, the task of the students was to conduct extracurricular English workshops for a group of pupils coming from disadvantaged backgrounds. Using Homi Bhabha's concept of third space, the article focuses on the impact that this practicum had on the professional trajectory of the students. While on placement, they find themselves in a third space, being neither students, nor teachers, but somewhat in-between. It is argued that this hybrid space entails a partial transition from student to teacher, which manifests itself through a series of tensions that are negotiated during this process. As a result, the article analyses some of their most important beliefs that change as a result of this placement.

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“…This lends itself to be interpreted as a way of trespassing the hierarchy of scales or even a way of enacting a space that can be thought as an empowering "third space" (ZEICHNER, 2010;GUTIÉRREZ, 2008;GUTIERREZ, BAQUEDANO-LOPEZ, TURNER, 1997;SOJA, 1998;FORGASZ et al, 2018). Third spaces, Zeichner (2010, p. 92) The space opened by managerial decisions also lends itself to be read in a "multiscalar" perspective in a sense that diversity of resources and scales may be viewed not as abstract conceptualizations, detached from everyday teaching practice, but indeed as praxis, in part initiated by those very levels that we have claimed as inhibiting self-reflectivity and, as very often it is the case, risk-taking, once and if teachers do not follow the script.…”

Section: Tapping Into Educational Everyday Life Resourcesmentioning

confidence: 99%

Practitioner research and the challenges of the good teaching canon in multilingual and multicultural globalized society

Costantino

Slimani-Rolls

2018

SOL

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This article seeks to respond to some of the tensions that face language teacher educators in globalized society. For teachers, an increasingly diverse, multicultural and multilingual globalized world means having to acknowledge diversity in their daily pedagogy, while confronting inequality in the distribution of learning resources and the demands of ever- bureaucratized educational settings. Even when theory indicates spaces for the enactment of local pedagogies responding to those challenges, teachers are unable to translate academic-based research into practice. This article argues for practitioner enquiry, practiced by the authors as Exploratory Practice (ALLWRIGHT & HANKS, 2009; HANKS, 2015a; SLIMANI-ROLLS & KIELY, 2014), as an instance of how the empowering spaces suggested by theory can indeed be enacted as lived educational experience.

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Theorising the Third Space of Professional Experience Partnerships

Cited by 20 publications

References 15 publications

Dialoguing with teacher-educators, valorizing teacher innovations

Dialoguing with teacher-educators, valorizing teacher innovations

Transitando de estudiante a profesor: rearticulaciones en el tercer espacio de una práctica temprana comunitaria

Practitioner research and the challenges of the good teaching canon in multilingual and multicultural globalized society

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