Abstract
Teacher education has long been criticised for a perceived disconnect between university-based and school-based learning, and literature often proposes closer integration of these two spaces as central to bridging this disconnect (Allen and Wright in Teachers Teach Theory Pract 20:136–151, 2014; Darling-Hammond in J Teacher Educ 57:300–314, 2006); third space theory is one way to frame this integration (Zeichner in Educ Researcher 28:4–15, 2010). Third space theory provides a theoretical premise that has the potential to reconceptualise the connection between universities and schools through disrupting binaries and encouraging the continual negotiation and reinterpretation of identities (Bhabha in The location of culture. Routledge, London, 1994). Through reconceptualising the spaces of, and between, schools and universities, third space theory encourages new ways of thinking about partnerships, shared knowledge and ways of working, and in doing so creates hybrid roles which challenge traditional roles or positions within both spaces. Drawing on interviews with several hybrid teacher educators, this chapter discusses the fluid roles and responsibilities of these emerging roles and considers implications for shifting professional identities in teacher education.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.
Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education program. Teachers and Teaching: Theory and Practice, 20(2), 136–151.
Bhabha, H. (1994). The location of culture. London: Routledge.
Brookhart, S. M., & Loadman, W. E. (1992). School-university collaboration: Across cultures. Teaching Education, 4(2), 53–68.
Bullough, R. V., Jr., Draper, R. J., Smith, L., & Birrell, J. R. (2004). Moving beyond collusion: Clinical faculty and university/public school partnership. Teaching and Teacher Education, 20(5), 505–521.
Burns, R. W., & Baker, W. (2016). The boundary spanner in professional development schools: In search of common nomenclature. School-University Partnerships, 9(2), 28–39.
Cuenca, A., Schmeichel, M., Butler, B. M., Dinkelman, T., & Nichols, J. R. (2011). Creating a “third space” in student teaching: Implications for the university supervisor’s status as outsider. Teaching and Teacher Education, 27(7), 1068–1077.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314.
Darling-Hammond, L. (2010). Constructing 21st century teacher education. In H. Valerie & C. W. Lewis (Eds.), Transforming teacher education: What went wrong with teacher training, and how we can fix it (pp. 223–248). Herndon, VA: Stylus Publishing.
Elsden-Clifton, J. (2006). Constructing “Thirdspaces”: Migrant students and the visual arts. Studies in Learning, Evaluation, Innovation and Development, 3(1), 1–11.
Elsden-Clifton, J., & Jordan, K. (2016). Reframing professional experience: Adopting a distributed open collaborative course framework to facilitate third spaces. In A. Bertram & T. Barkatsas (Eds.), Global Learning in the 21 Century. Sense: Rotterdam.
Flessner, R. (2014). Revisiting reflection: Utilizing third spaces in teacher education. The Educational Forum, 78(3), 231–247.
Fletcher, S., & Mullen, C. A. (Eds.). (2012). Sage handbook of mentoring and coaching in education. London: Sage.
Gaffey, C., & Dobbins, R. (1996). Tertiary teacher educators: Do they make a difference in practicum. PEPE Monograph, No. 1, 105–122.
Gannon, S. (2010). Service learning as a third space in pre-service teacher education. Issues in Educational Research, 20(1), 21–28.
Gill, J., Kostiw, N., & Stone, S. (2010). Coaching teachers in effective instruction: A Victorian perspective. Literacy Learning: The Middle Years, 18(2), 49–53.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teacher: Re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–290.
Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164.
Guyton, E., & McIntyre, D. J. (1990). Student teaching and school experiences. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 514–534). New York: Macmillan.
Harman, R., & Khote, N. (2018). Critical SFL praxis with bilingual youth: Disciplinary instruction in a third space. Critical Inquiry in Language Studies, 15(1), 63–83.
House of Representatives Standing Committee on Education and Vocational Training. (2007). Top of the Class: Report of the Inquiry into Teacher Education. Retrieved from http://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=evt/teachereduc/report/fullreport.pdf.
Jennings, G., & Peloso, J. M. (2010). The underutilized potential of the hybrid educator in teacher education. The New Educator, 6(2), 153–162.
Klein, E. J., Taylor, M., Onore, C., Strom, K., & Abrams, L. (2013). Finding a third space in teacher education: Creating an urban teacher residency. Teaching Education, 24(1), 27–57.
Lord, P., Atkinson, M., & Mitchell, H. (2008). Mentoring and coaching for professionals: A study of the research evidence. London: NFER.
Martin, S. D., Snow, J. L., & Franklin Torrez, C. A. (2011). Navigating the terrain of third space: Tensions with/in relationships in school-university partnerships. Journal of Teacher Education, 62(3), 299–311.
McDonough, S. (2014). Rewriting the script of mentoring pre-service teachers in third space: Exploring tensions of loyalty, obligation and advocacy. Studying Teacher Education: A Journal of Self-study of Teacher Education Practices, 10(3), 210–221.
Merriam, S. B. (1988). Case study research in education. A qualitative approach. San Francisco: Jossey-Bass Publishers.
Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
Sandholtz, J. H., & Finan, E. C. (1998). Blurring the boundaries to promote school-university partnerships. Journal of Teacher Education, 49(1), 13–25.
Scanlon, L. (2001). The boundary spanner: Exploring the new frontiers of a school-university partnership as a community of practice. Paper presented at the AARE Conference, Freemantle.
Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real and imagined places. Malden, MA: Blackwell.
Taylor, M., Klein, E. J., & Abrams, L. (2014). Tensions of reimagining our roles as teacher educators in a third space: Revisiting a co/autoethnography through a faculty lens. Studying Teacher Education, 10(1), 3–19.
Teacher Education Ministerial Advisory Group (TEMAG). (2014). Action now: Classroom ready teachers. Retrieved from https://docs.education.gov.au/system/files/doc/other/action_now_classroom_ready_teachers_accessible.pdf.
Weertx, D. J., & Sandman, L. R. (2010). Community engagement and boundary-spanning roles at research universities. The Journal of Higher Education, 81(6), 702–727.
Williams, J. (2014). Teacher educator professional learning in the third space: Implications for identity and practice. Journal of Teacher Education, 65(4), 315–326.
Wood, M. B., & Turner, E. E. (2015). Bringing the teacher into teacher preparation: Learning from mentor teachers in joint methods activities. Journal of Mathematics Teacher Education, 18(1), 27–51.
Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4–15.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Clifton, J., Jordan, K. (2019). Who Is the Hybrid Teacher Educator? Understanding Professional Identity in School–University Partnership. In: Gutierrez, A., Fox, J., Alexander, C. (eds) Professionalism and Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-7002-1_4
Download citation
DOI: https://doi.org/10.1007/978-981-13-7002-1_4
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-7001-4
Online ISBN: 978-981-13-7002-1
eBook Packages: EducationEducation (R0)