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This paper investigates the impact of in-school seminars designed as hybrid spaces to help our teacher candidates grapple with social, political, and cultural realities of the educational context within an integrated, school-based, and professionally-oriented semester in a teacher education program. The backdrop to this study is our attempt to facilitate hybrid spaces within school-university partnerships that help our teacher candidates integrate theory and practice. Drawing on Zeichner’s (2010) examples of boundary crossings in the creation of hybrid spaces we have investigated teacher candidates’ experiences of boundary crossings that include school-based courses, seminars, faculty supervision, and integrated assignments within the context of school-university partnerships. In this study, we consider how in-school seminars can contribute to teacher candidates’ experiences of hybrid spaces.