Third Space, Partnerships, &amp; Clinical Practice: A Literature Review

Laughlin, Lauren M.

doi:10.47038/tpe.44.01.05

Cited by 10 publications

(5 citation statements)

References 31 publications

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“…Central preconditions for quality seem to be 1) a robust coherence among the different components of the education -the teaching subjects, subject didactics, pedagogy, practice placement and activities in the teaching subject and practice placement -and 2) mandatory collaboration between the university teachers and practice teachers about content and work methods. The collaboration between the educators in the two arenas seems to be imperative for facilitating systematic learning through practice situations and supervision and implies a coequal position of theory and practice (Zeichner, 2010;Laughlin, 2021;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). The mutual relationship between theory and practice, as in a third space (Daza et al, 2021), and the joint responsibility for the student teachers' education, mandated by the national guidelines, may imply that theory and practice should not be seen as competing discourses -'an either/or perspective' -but more as a 'both/also point of view' (Zeichner, 2010, p. 92).…”

Section: Discussionmentioning

confidence: 99%

“…A thirdspace partnership may scaffold student teachers' development and understanding of the connections between the domains of theory and practice. The third space thus replaces a tendency of leaving student teachers to work out the connections between 'knowledge studied' and 'knowledge tried out' by themselves (McNicholl & Blake, 2013;Naess et al, 2015;Jahreie, 2010;Holmbukt & Son, 2017, 2020Laughlin, 2021). TEd has a central role in the improvement of educational practices, and efforts to strengthen theory and practice integration in the form of a third space may thus be of universal relevance.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

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: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

Holmbukt

Son

Larsen

2023

ADNO

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“…He contends that social interaction is framed by three spaces: “the first or perceived space, the second or conceived space, and the third or lived space” (Woolf, 2020, p. 581). These spaces are not easy as “tension is always lurking” (Laughlin, 2021, p. 29), and deconstruction of binaries, particularly those related to power and oppression, is arduous work. As Laughlin (2021) continued, “Therefore, embracing the complexities is essential, and the instilling and practicing of collaborative habits is imperative” (p. 29).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…These spaces are not easy as “tension is always lurking” (Laughlin, 2021, p. 29), and deconstruction of binaries, particularly those related to power and oppression, is arduous work. As Laughlin (2021) continued, “Therefore, embracing the complexities is essential, and the instilling and practicing of collaborative habits is imperative” (p. 29). Many scholars have applied the theory of the third space to K-16 classrooms (O’Meara, et al, 2019; Pereira, 2019; Steele, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“Grace Space of Understanding”: The Third Space in Principal Leadership During the Covid Pandemic

Zoll,

Hardee,

Hebert

2024

Journal of School Leadership

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COVID-19 resulted in political backlash, public dissatisfaction, and the need for principals to create spaces to foster communication, implement change, monitor dissatisfaction, and foster wellness. Using the concept of the third space, we explore the dialogic and linguistic spaces K-12 leaders created while navigating this crisis. Employing a phenomenological approach, we interviewed 17 principals from 2021–22 who found themselves creating third spaces for collaboration around issues of academics, mental-health, political backlash, and community distrust. Leaders experienced growth, embraced vulnerability, and emerged stronger. Implications illustrate that experiential learning in third spaces could enhance preparation programs as related to future crisis management.

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“…Differences in power should not only be addressed but reduced by centering the voices of early childhood educators. TIIPS mitigated power differences by developing norms where all team members worked side-by-side and engaged in meaningful dialogue (Laughlin, 2021). In efforts to center the educators' voices, university partners facilitated meetings in ways that invited participation, used revoicing strategies, and encouraged different group members to share knowledge and experiences (Caudle et al, in press.).…”

Section: Positionalitymentioning

confidence: 99%

Trauma-Informed Research-Practice Partnership Building to Support Early Childhood Educators in an Appalachian Community

Caudle,

Grist,

Thompson

2023

tpre

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Trauma-informed initiatives that prioritize educator well-being through equitable research-practice partnership (RPP) building are necessary to advance trauma-informed education and care for young children in rural Appalachian communities. Early stages of partnership building that consider dimensions identified by Henrick et al. (2017) foster trusting relationships, address the goals of partnering organizations, and work toward capacity building. Burnout, secondary traumatic stress, and compassion fatigue are common problems faced by early childhood professionals who may be exposed to high levels of stress and trauma in their work with young children. Thus, any initiatives with early childhood educators should include short- and long-term strategies to address the status of the workforce. Recognizing how trauma and social determinants of health impact the rural early childhood workforce and their ability to implement trauma-informed practices in the classroom is a first step toward holistic professional development. The purpose of this article is to highlight how the early stages of a partnership study with a rural Appalachian pre-kindergarten (pre-K) program and two universities provided a foundation for future research, practice, and partnership activities. Often, trauma-informed professional learning relies on classroom strategies and swift problem-solving techniques that do not consider the primary and secondary trauma faced by early childhood educators and how these traumas directly impact educators’ ability to improve classroom practices.

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Third Space, Partnerships, & Clinical Practice: A Literature Review

Cited by 10 publications

References 31 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

“Grace Space of Understanding”: The Third Space in Principal Leadership During the Covid Pandemic

Trauma-Informed Research-Practice Partnership Building to Support Early Childhood Educators in an Appalachian Community

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