Examining Preservice and In-Service Teacher Education Through Reflective Third Spaces

• In Event: Third Space Theory as a Lens for Teacher Education Research

Abstract

Objectives or Purposes
In addition to responsibilities in undergraduate teacher preparation, faculty members within colleges of education are often asked to provide in-service teacher professional development. This paper examines ways in which pre-service and in-service teacher preparation can be improved through the use of reflective third spaces. Rather than spouting theory from an ivory tower, the author of this study situated himself as a leader and learner in both his pre-service teacher education courses and in his work with in-service teachers.
Perspective(s) or Theoretical Framework
Using third space theory as a lens, the author created a reflective third space where exploration of data from the first two spaces (pre-service courses and in-service professional development) improved his practice in each of these spaces. To do so, the researcher entered a reflective third space where he could examine data, draw conclusions, and plan improvements before returning to the pre-service courses or the in-service professional development sessions.
Methods, Techniques, or Modes of Inquiry
This study draws on literature about practitioner inquiry (e.g., Cochran-Smith & Donnell, 2006; Zeichner & Noffke, 2001), generally, and self-study methodologies (e.g., Bullough & Pinnegar, 2001; Tidwell et al., 2009), more specifically. Because of the critique that practitioner inquiry is too subjective (Fenstermacher, 1994), issues of validity and reliability were addressed through a member checking process (Falk & Blumenreich, 2005) early in the research – as themes were identified – and later as findings were documented.
Data Sources, Evidence, Objects, or Materials
Data sources included artifacts from courses/sessions with pre-service and in-service teachers, emails and other communication with these educators, notes from critical friends (LaBoskey, 2004), and the researcher’s teacher journal (Anderson et al., 2007).
Results and/or Substantiated Conclusions
Constructing reflective third spaces. Theorists often imagine third space as a bridge connecting two spaces (e.g., Moje et al., 2004;). While this metaphor seems apt, this study required a space separate from the first two spaces where the researcher could step away, dissect his practices, and return to the original spaces. Constructing reflective third spaces apart from pre-service teacher preparation and in-service professional development courses allowed new insights to be realized before they were actualized.
Teachers as Experts. Too often, educators are positioned as receivers of information, not professionals with expertise (Apple, 2013). This study capitalized on knowledge from those who spend the most time in classrooms by engaging them in dialogue about theory and its utility in real classrooms with real students. This dialogue, and the practices built from it, afforded teachers a proactive role in their own professional development while providing continuous feedback about the researcher’s practice.
Scientific or Scholarly Significance of the Study or Work
Reflective third spaces offer an opportunity to engage with, and learn alongside, pre-service and in-service teachers. By spending significant amounts of time in the in-service teachers’ classrooms and the pre-service teachers’ practicum sites, the university-based researcher was able to reflect on his practice, gain insight from those with ‘boots on the ground,’ and design experiences that drew from a collective “wisdom of practice” (Shulman, 2004).

Author

• Ryan Flessner, Butler University