Exploring Educators' Use of Academic Knowledge in Practice Using Third Space Theory

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

Abstract

Objectives or Purposes
Practitioner scholars are educators able to act in the worlds of practice and scholarship as they use academic knowledge to lead school change (Perry & Imig, 2008). This study explored the work of practitioner scholars as they navigated the binaries of theory and practice as well as researcher and practitioner, positioned as the third space. Utilizing third space in this way presents the possibility to re-imagine the roles of academic and practitioner knowledge as collaborators in school reform efforts.
Perspective(s) or Theoretical Framework
Soja (1996) explained third space as “lived space as a strategic location from which to encompass, understand, and potentially transform all spaces simultaneously” (p.68). Third space theory was used in this study as a conceptual framework that allowed practitioner scholars to articulate their experiences as they occupy a new space within the existing binaries of theory and practice, and researcher and practitioner.
Methods, Techniques, or Modes of Inquiry
This study drew from phenomenology as a method for challenging accepted notions of theory, research, and practice and considered new possibilities by remaining open to the experience itself (Crotty, 1998). Series of interviews with two participants were transcribed to craft narrative profiles and identify themes (Seidman, 2013). In addition, member checking with both participants was used in the final stage of the analysis.
Data Sources, Evidence, Objects, or Materials
I drew from Seidman’s (2013) in-depth phenomenological interviewing model and conducted three phone interviews lasting 90 minutes each with two participants. Interviews focused on life histories, current experiences, and meaning made by using research and theory in practice.
Results and/or Substantiated Conclusions
Findings from the analysis of the transcribed interviews included descriptions of the third space navigated by these educators as they used academic knowledge in practice in ways that were temporal, social, and spatial.
The third space as temporal included the ways participants understood research from the past, conducted research in the present, and used their understanding and engagement in research to consider the future of their schools. In this way, the practitioner scholars in this study were knowers and conductors of research in practice.
The third space as social included the ways participants made personal meaning of theory in practice as individuals and the ways they positioned theory as a part of learning with colleagues at their schools. In this way, the practitioner scholars in this study constructed meaning of theory in practice.
The third space as spatial included ways participants used knowledge of past research and theory and constructed current knowledge in practice. Practitioner scholars in this study engaged in a cyclical process that used temporal and social understandings to build contextual meaning of theory and research unique to their schools.
Scientific or Scholarly Significance of the Study or Work
This study captures the voices of educators as professionals and provides an insider‘s perspective on the ways using academic and practical knowledge in K-12 schools is experienced and understood. It also has significance for education programs with the mission of preparing practitioner scholars.

Author

• Angela Hooser, Middle Tennessee State University