University–preschool partnership and workplace-based learning: a collaborative ‘third space’ or no space at all?

Jónsdóttir, Arna H.

doi:10.1080/09575146.2015.1026248

Cited by 15 publications

(19 citation statements)

References 18 publications

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“…To further remedy the disparity between theoretical coursework and practice in schools, a third space, a collaborative arena where academic course content meets practice, has been put forward as a potential solution. The third space thus intends to provide a strengthened connection between academic knowledge and classroom practices (BERA, 2014;Cuenca et al, 2011;Jenset, Klette, & Hammerness, 2018;Jónsdóttir, 2015;Klein et al, 2013;NCATE, 2010;Norwegian Ministry of Education and Research, 2018;Williams, 2014;Zeichner, 2010). Such a connection recognises practitioner and academic knowledge as binaries, equally important in teacher preparation, where theory and practice are no longer seen as competing discourses -"an either/or perspective" -but more as a "both/also point of view" (Zeichner, 2010, p. 92).…”

Section: Third Spacementioning

confidence: 99%

“…When student teachers go out on ordinary school practice, a practice teacher 4,5 plays a central role as a mentor and supervisor in the process of developing students' competences to become teachers. Similarly, the importance of the role of schoolteachers is also recognised in the third space epistemology, given that a third space is seen as an arena where university teachers and schoolteachers are equally important binaries (Jónsdóttir, 2015). However, as Zeichner (2010) points out, "even in the current wave of university-school partnerships in teacher education, colleges and universities continue to maintain hegemony over the construction and dissemination of knowledge, and schools remain in the position of "practice fields" [...] where student teachers are to try out the practices provided by the university" (Zeichner, 2010, p. 90; see also Barab & Duffy, 2000;Gorodetsky, Barak, & Hadari, 2007).…”

Section: Challenges and Remaining Issuesmentioning

confidence: 99%

“…They tend, rather, to take a passive role, more as spectators than participants in what is supposed to be collaborative work. The disparity between the theory and practice fields thus still remains a central challenge in teacher education, even under the umbrella of university-school partnerships (Jónsdóttir, 2015;Zeichner, 2010).…”

Section: Challenges and Remaining Issuesmentioning

confidence: 99%

“…In order to deal with such a challenge, mainly two important requirements should be met: 1) a partnership with a teacher education school 2 , which provides 2) an arena where student teachers can practise enquiry-based teaching and try out academic concepts in authentic teaching situations. Klein, Taylor, Onore, Strom & Abrams (2013) and Jónsdóttir (2015), among others, discuss the creation of such an arena, a third space, in teacher education; by addressing the disconnect between academic content studied at the university and teaching practice, they detail a new epistemology of teacher education which integrates the two. Klein et al (2013) invite others "engaged in third-space work" to join them "in sharing […] successes and challenges" as "the radical shifts involved in this kind of work require open dialog among colleagues across settings" (Klein et al, 2013, p. 51).…”

Section: Introductionmentioning

confidence: 99%

“…Although this strategy encapsulating the third space epistemology is still not fully developed, our findings suggest that it can be seen as one possible solution to providing more practice-integrated courses in English in, and perhaps beyond, our own institution. A third space in the context of teacher preparation programmes is regarded as a type of hybrid space (Cuenca, Schmeichel, Butler, Dinkelman, & Nichols Jr., 2011;Harfitt & Chow, 2018;Jenset, Klette, & Hammerness, 2018;Jónsdóttir, 2015;Klein et al, 2013;Williams, 2014;Zeichner, 2010), where separate arenas responsible for educating student teachers, a theory field (university campus) and a practice field (schools), are brought together as an integrated domain for developing students' academic knowledge and teaching competence. The intention behind creating a third space in our English courses is thus to bring about a stronger connection between theory and practice, which would facilitate students' understanding of theory and the important interplay between theory and practice.…”

Section: Introductionmentioning

confidence: 99%

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Towards reconceptualising teacher education for English: Benefits and challenges of implementing a third space

Holmbukt

Son

2020

ADNO

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One of the long-lasting challenges in teacher education for English is that students in English struggle with transforming their academic knowledge (theory) into classroom practice and desire a more practice-integrated course design. The present article discusses and evaluates a teaching strategy, in an attempt to provide more practice-based English courses, which intends to adopt the emerging epistemology of teacher education, using a third space. The third space is an arena where a theory field (university courses) and a practice field (schools) are brought together as an integrated domain for developing students’ academic knowledge and teaching competence.Based on surveys and student evaluations, this article presents and discusses the findings and challenges regarding implementing a third space in English courses taught by the authors. According to the findings, working in a third space brings a tighter connection between theory and practice, which facilitates students’ understanding of theory and the important interplay between theory and practice. However, as our third space is still under development, it faces challenges in achieving an equally balanced status between university teachers and schoolteachers. Achieving such a balance has also been a central concern in university–school partnerships, which gave rise to our third space experiment.In order to create a more effective third space in teacher education for English, placing the third space at the centre of our English curriculum is argued to be important, which has also been emphasised in other studies discussing the third space epistemology. Thus, there seems to be an emergent need to reconceptualise how student teachers of English should best prepare for their future profession as teachers. Keywords: teacher education for English, third space, theory–practice integration, university–school partnership På vei mot rekontekstualisering av lærerutdanning i engelsk: Fordeler og utfordringer ved å implementere et tredje rom SammendragDet har lenge vært en utfordring at studenter som studerer engelsk som en del av sin grunnskolelærerutdanning, har problemer med å omforme akademisk kunnskap til praktisk anvendelse i klasserommet. De har derfor uttrykt et ønske om mer praksis integrert i utdanninga. Denne artikkelen diskuterer og evaluerer en undervisnings-strategi i et forsøk på å skape mer praksisbaserte kurs i engelsk, og som implementerer en epistemologi i lærerutdanning som tar i bruk et tredje rom. Det tredje rom er en arena som integrerer akademisk kunnskap og praksis i klasserommet, og som sikter mot å utvikle studentenes fag- og undervisningskompetanse.Gjennom spørreskjemaer og studentevalueringer undersøkes studenters erfaringer og vurderinger av arbeidet i et tredje rom i engelskfaget, og artikkelen presenterer de viktigste funnene og utfordringene som kom fram gjennom datamaterialet. Materialet viser at å arbeide i et tredje rom fører til en bedre integrasjon av teori og praksis, som også fasiliterer studentenes forståelse av teori og det viktige samspillet mellom teori og praksis. Tredje rom-strategien som diskuteres her, er fortsatt under utvikling, og artikkelen belyser også utfordringer i det å oppnå en harmonisering av status mellom universitetslærere og skolelærere. Det er også et viktig anliggende i universitet–skole-partnerskap som er plattformen for samarbeid i dette prosjektet.For å videreutvikle og perfeksjonere et tredje rom i lærerutdanning i engelsk, bør et tredje rom sees på som det sentrale punkt i utdanninga, noe som også andre studier påpeker. Derfor er det nødvendig å tenke gjennom på nytt hvordan lærerstudenter best kan forberede seg til sin framtidige profesjon som lærere. Nøkkelord: lærerutdanning i engelsk, tredje rom, integrasjon av teori og praksis, universitet–skole-partnerskap

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