Navigating the terrain of third space: Tensions with/in relationships in school-university partnerships

Journal of Teacher Education

Volumn 62, Issue 3, 2011, Pages 299-311

  Martin, Susan D ^a   Snow, Jennifer L ^a   Torrez, Cheryl A ^a  

^a BOISE STATE UNIVERSITY   (United States)

Author keywords

student teaching contexts; student teaching partnerships; supervision; teacher education

Indexed keywords

EID: 79955386607     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487110396096     Document Type: Article

References (50)

1. Bhabha, H.K. (1994). The location of culture. New York, NY: Routledge.
2. Borko, H., Liston, D., & Whitcomb, J.A. (2007). Genres of empirical research in teacher education. Journal of Teacher Education, 58(1), 3-11.
3. Boyle-Baise, M., & McIntyre, D.J. (2008). What kind of experience? Preparing teachers in PDS or community settings. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 307-330). New York, NY: Routledge.
4. Brookhart, S.M., & Loadman, W.E. (1992). School university collaboration: Across cultures. Teaching Education, 4(2), 53-68.
5. Bullough, R.V., Draper, R.J., Smith, L., & Birrell, J.R. (2004). Moving beyond collusion: Clinical faculty and university/ public school partnership. Teaching and Teacher Education, 20, 505-521.
6. Bullough, R.V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21.
7. Bullough, R.V., & Pinnegar, S. (2007). Thinking about the thinking about self-study: An analysis of eight chapters. In J. Loughran, M. L. Hamilton, V. K. La Boskey, & T. Russell (Eds.), The international handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 313-342). Dordrecht, The Netherlands: Kluwer Academic.
8. Clark, R.W. (1999). Effective professional development schools. San Francisco, CA: Jossey-Bass.
9. Cole, A.L., & Knowles, J.G. (1995). University supervisors and preservice teachers: Clarifying roles and negotiating relationships. Teacher Educator, 30(3), 44-56.
10. Darling-Hammond, L. (1994). Professional development schools: Schools for developing a profession. New York, NY: Teachers College Press.
11. Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57, 120-138.
12. Elijah, R. (2007). Voice in self-study. In J. Loughran, M. L. Hamilton, V. K. La Boskey, & T. Russell (Eds.), The international handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 247-272). Dordrecht, The Netherlands: Kluwer Academic.
13. Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher education. Teachers College Record, 87(1), 53-65.
14. Feiman-Nemser, S., & Buchmann, M. (1987). When is student teaching teacher education? Teaching and Teacher Education, 3(4), 255-273.
15. Fulwiler, L. (1996). A beggar in both worlds: A supervisor in the schools and the university. Journal of Teacher Education, 47(1), 21-26.
16. Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
17. Glesne, C. (2007). Becoming qualitative researchers, (3rd ed.). New York, NY: Longman.
18. Goodman, K., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25(2), 285-296.
19. Griffiths, M., Poursanidou, D., Simms, M., & Windle, J. (2006). Defining workspaces, Defining ourselves. In L. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study (pp. 288-289). Cedar Falls: University of Northern Iowa.
20. Grisham, D.L., Laguardia, A., & Brink, B. (2000). Partners in professionalism: Creating a quality field experience for preservice teachers. Action in Teacher Education, 21(4), 27-40.
21. Gutiérrez, K. (2008). Developing sociocultural literacy in the third space. Reading Research Quarterly, 43, 148-164.
22. Hamilton, M.L., & Pinnegar, S. (2000). On the threshold of a new century: Trustworthiness, integrity, and self-study in teacher education. Journal of Teacher Education, 51(3), 234-240.
23. Hamilton, M.L., & Pinnegar, S. (2010). Re-visionist self-study: If we knew then what we know now. In L. B. Erickson, J. R. Young, & S. Pinnegar (Eds.), Navigating the public and the private: Negotiating the diverse landscape of teacher education (pp. 101-104). Provo, UT: Brigham Young University.
24. LaBoskey, V.K. (2007). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M. L. Hamilton, V. K. La Boskey, & T. Russell (Eds.), The international handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 817-869). Dordrecht, The Netherlands: Kluwer Academic.
25. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
26. Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58(1), 12-20.
27. Marrou, J.R. (1988). The university supervisor: A new role in a changing workplace. Teacher Educator, 24(3), 13-19.
28. McDonald, J.P. (1992). Teaching: Making sense of an uncertain craft. New York, NY: Teachers College Press.
29. McIntyre, D.J., Byrd, D.M., & Foxx, S.M. (1996). Field and laboratory experiences. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 71-193). New York, NY: Macmillan.
30. Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
31. Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
32. Moll, L.C., & Greenberg, J.B. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and application of sociohistorical psychology (pp. 319-348). New York, NY: Cambridge University Press.
33. National Council for Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Retrieved from http://www.ncate.org.
34. Rex, L.A. (1989). The micropolitics of supervision. English Education, 21(3), 170-181.
35. Richardson-Koehler, V. (1988). Barriers to the effective supervision of student teaching: A field study. Journal of Teacher Education, 39(2), 28-35.
36. Slick, S. (1998a). A university supervisor negotiates territory and status. Journal of Teacher Education, 49(4), 306-315.
37. Slick, S.K. (1998b). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 14(8), 821-834.
38. Soja, E. (1996). Thirdspace. Malden, MA: Blackwell.
39. Teitel, L. (2003). The professional development schools handbook. Thousand Oaks, CA: Sage.
40. Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco, CA: Jossey-Bass.
41. Valencia, S., Martin, S.D., Place, N., Grossman, P. (2009). Opportunities lost and found: The student teaching experience. Journal of Teacher Education, 60(3), 304-322.
42. Weiss, E.M., & Weiss, S. (2001). Doing reflective supervisions with student teachers in a professional development school culture. Reflective Practice, 2(2), 125-154.
43. Wenger, E. (1999). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
44. Whitehead, J., & Fitzgerald, B. (2007). Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership. Teaching and Teacher Education, 23(1), 1-12.
45. Winograd, K. (2002). The negotiative dimension of teaching: Teachers sharing power with the less powerful. Teaching and Teacher Education, 18(3), 343-362.
46. Yusko, B., & Feiman-Nemser, S. (2008). Embracing contraries: Combining assistance and assessment in new teacher induction. Teachers College Record, 110(5), 923-953.
47. Zeichner, K. (1990). Changing directions in the practicum: Looking ahead to the 1990s. Journal of Education for Teaching, 16(2), 105-132.
48. Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36-46.
49. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61, 1-20, 89-99.
50. Zimpher, N.L., deVoss, G.C., & Nott, D.L. (1980). A closer look at university student teacher supervision. Journal of Teacher Education, 31(4), 11-15.