Leveraging Third Space Amid Chinese and Spanish Student Teachers' Teaching Practicums: A Transformative Learning Perspective

• In Event: Learning Across Varied Field Experiences

Abstract

This paper examines Chinese (n =11) and Spanish (n =11) student teachers’ reflections
on learning-to-teach experiences during a teaching practicum via transformative learning theory
and third space conceptualization. We traced student teachers’ transformative learning experiences
through observation, interview, and journaling. The essential themes encompassed: (1) the
disorienting dilemma, (2) reflection and exploration of assumptions, (3) gaining confidence in a
new role, (4) behavior changes, and (5) integration of new perspectives. This paper contributes to
a fine-grained account of Chinese and Spanish preservice teachers’ professional learning journeys
in different sociocultural contexts. Implications for fostering third space during teaching practicum
(hybridity and boundary-crossing between universities and schools) are discussed.

Authors

• Gang Zhu, East China Normal University

• Zhengmei Peng, East China Normal University

• Beijia Jiang, East China Normal University