Bridging Academic and Practitioner Knowledge Through Hybrid Spaces: Perspectives of Alumni and Faculty Supervisors

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Teacher Learning and Learning to Teach (Table 9)

Abstract

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. Drawing on Zeichner’s (2010) examples of boundary crossings in the creation of hybrid spaces we have investigated teacher candidates’ experiences of school-based courses, seminars, faculty supervision, and integrated assignments within the context of school-university partnerships. In this study, we extend our previous research to consider how in-school seminars can contribute to teacher candidates’ experiences of hybrid spaces as they transition into their professional careers.

Authors

• Kevin O'Connor, Mount Royal University

• Jessica Lee Wah, Mount Royal University

• Kyle Anthony Joseph, Mount Royal University

• Hayley McInnes, Mount Royal University