Details

Autor(en) / Beteiligte

• Daza, Viviana
• Gudmundsdottir, Greta Björk
• Lund, Andreas

Titel

Partnerships as third spaces for professional practice in initial teacher education: A scoping review

Ist Teil von

• Teaching and teacher education, 2021-06, Vol.102, p.103338, Article 103338

Ort / Verlag

Elsevier Ltd

Erscheinungsjahr

2021

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• This article comprises a scoping review of partnerships as third spaces for professional practice (2010–2019). The purpose of this review is to provide a comprehensive overview of relevant research regarding the emergence of the concept “third space” in professional practice in teacher education. The review is underpinned by the five-stage framework of Arksey and O’Malley (2005). The results show that participants’ identities in the third space are in constant negotiation as a result of crossing boundaries and performing hybrid roles. The symmetrical interconnection of knowledge in the third space contributes to a fundamental shift in the focus on whose expertise counts in the education of future teachers. •Thirty-six studies were identified between 2010 and 2019 across seven countries.•The third space is linked to identity and epistemology negotiations.•The third space affords less hierarchical models for professional practice.•The third space offers an alternative to the theory–practice dichotomy.•Several challenges emerge in the third space.