Literaturnachweis - Detailanzeige
Autor/inn/en | Diamond, Fleur; Wescott, Stephanie; Molloy, Kristen |
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Titel | Working the Third Space: Reformulating Practice in the Transition from Classroom Teacher to Teacher Educator |
Quelle | In: Australian Journal of Teacher Education, 46 (2021) 1, S.39-54, Artikel 3 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1835-517X |
Schlagwörter | Teacher Education; Teacher Educators; Adjustment (to Environment); Teaching Experience; Educational Change; Educational Practices; Foreign Countries; Personal Narratives; Australia |
Abstract | The working lives and identities of teacher educators remain an under-researched aspect of teacher education. This paper reports on a collaborative narrative inquiry by three early career teacher educators as they made the transition from classroom practice in schools, to teacher education in a university setting. The authors confronted technical understandings, or 'official stories' (Zukas & Malcolm, 2019) of what it means to prepare prospective teachers, derived from contemporary standards-based policies about teacher professionalism. The paper proposes the concept of 'working the third space' as a way of framing teacher educators' efforts to draw upon classroom teaching experience while challenging reductive understandings of teachers' work. We argue that understanding teacher education as a 'third space' practice speaks back to narrow discourses of teacher education that frames it as the unproblematic transfer of practice from experienced to novice practitioner. (As Provided). |
Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |