Learning with and from: positioning school students as advisors in pre-service teacher education

Cahill, Helen; Coffey, Julia; Davies, Larissa McLean; Kriewaldt, Jeana; Freeman, Elizabeth; Acquaro, Daniela; Gowing, Annie; Duggan, Shane B.; Archdall, Vivienne

doi:10.1080/13664530.2016.1155478

Cited by 7 publications

(4 citation statements)

References 25 publications

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“…LAUGHLIN This working side-by-side is also exemplified in relationships between TCs and other stakeholders. For instance, when positioned as equals in exploratory or inquiry spaces, power was redistributed, and TCs were able to learn with and from students, MTs, and university-based educators (Cahill, 2016;Klein et al, 2016;Klein et al, 2013). This is also fostered with community members when TCs encounter community immersion types of partnerships and clinical practice (Handa & Tippins, 2012;Lee, 2018).…”

Section: Diffusing Hierarchy Embracing Collaborationmentioning

confidence: 99%

“…Embracing community knowledge also supports developing positive relationships between teachers and students as they explore together and misconceptions are challenged and critiqued (Cahill et al, 2016;Gannon, 2010). For example, in Hallman's (2012) study, TCs' deficit views of homeless teens were deconstructed as they worked with teens in a clinical practice that was specifically community-based.…”

Section: Rejecting Binaries Embracing Democracymentioning

confidence: 99%

“…In conclusion, further application and implementation of third space within clinical practice and partnerships will continue to challenge and push teacher education to more postcolonial ways of being to better prepare teachers for all contexts. For instance, including community knowledge within third space partnerships aids in preparing culturally relevant teachers who challenge misconceptions and focus on the assets of their specific community and students (Cahill et al, 2016;Lee, 2018). In addition, purposefully weaving theory and practice together through partnerships, clinical practice, and its various relationships creates equipped teachers who are aware of best practices rooted in research and are also able to implement them within the practice of a contextually specific classroom (Klein et al, 2016;Souto-Manning & Martell, 2019).…”

Section: Moving Forwardmentioning

confidence: 99%

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

Laughlin¹

2021

TPE

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Section: Diffusing Hierarchy Embracing Collaborationmentioning

confidence: 99%

Section: Rejecting Binaries Embracing Democracymentioning

confidence: 99%

Section: Moving Forwardmentioning

confidence: 99%

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

Laughlin¹

2021

TPE

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“…Cahill et al (2016) konstaterade i sin studie att mötet i det tredje rummet bidrar till att alla parter får utrymme för både ett individuellt och gemensamt lärande Martin et al (2011). har studerat på vilka sätt man kan arbeta mot ett tredje rum.…”

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”Lärarstuderande kommer in med nytt” – om samarbete mellan småbarnspedagogik och universitet

Buss

2023

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Syftet med denna artikel är att öka förståelsen kring samarbete mellan småbarnspedagogiken (eng.: early childhood education and care) och till exempel kommunen och universitetet i ett tredje rum. Frågeställningen utgår från hur ledare inom småbarnspedagogik beskriver samarbetet kring lärarstuderandes praktik vid universitetet. I fokus är lärarstuderandes praktik som avläggs genom olika modeller av samarbete vid daghem. Ett induktivt förhållningssätt genomsyrar studien. Studiens data består av 21 semistrukturerade intervjuer med ledare inom småbarnspedagogik. Intervjuerna har analyserats med hjälp av tematisk analys och fenomenet har sedan kopplats ihop med teorin om det tredje rummet (eng.: third space). Teorin lyfter fram att ny kunskap uppstår då lärarstuderande välkomnas in i verksamheten under sin praktik. Resultatet visar på två huvudteman: samarbete med universitet samt lärarstuderandes ingång i verksamheten. Ledarna vill ansluta sina daghem till universitetets nätverk för praktik och ser samarbete som metoder och stärka enheterna rent pedagogiskt. Ett genuint samarbete i det tredje rummet kräver att alla möts på lika grunder. I detta samarbete har universitetet en central roll genom att skapa mötesplatser för att synliggöra och förstärka samarbetet. ENGLISH ABSTRACT “ Teacher students come in with something new” – about collaboration between early childhood education and the university The purpose of this article is to increase understanding regarding cooperation between early childhood education and care (ECEC) and the university within the third space. The question is based on how leaders in ECEC describe the collaboration regarding student teacher practicum with the university. The focus is on student teachers’ practicum, which is completed through different models of collaboration at ECEC centres. The study’s data consists of 21 semi-structured interviews with leaders in ECEC. The interviews have been analysed through thematic analysis and the phenomenon has then related to the theory of the third space. The theory highlights that new knowledge arises when student teachers are welcomed into the ECEC centres during their practicum. The results show two main themes: cooperation with universities and student teachers’ entry into ECEC centres. The leaders want to connect their ECEC centres to the university’s network for practicum and see collaboration as valuable for an exchange of knowledge. Through student teachers, opportunities are offered to bring in new pedagogical methods and strengthen the units pedagogically. In a collaboration within the third space, universities have a central role to create meeting places.

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Building Teacher Capacity to Promote Social and Emotional Learning in Australia

Freeman

Strong

2017

Social and Emotional Learning in Australia and the Asia-Pacific

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Learning with and from: positioning school students as advisors in pre-service teacher education

Cited by 7 publications

References 25 publications

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

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

”Lärarstuderande kommer in med nytt” – om samarbete mellan småbarnspedagogik och universitet

Building Teacher Capacity to Promote Social and Emotional Learning in Australia

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