Abstract
This article explores multi-stakeholder practices of negotiating and delivering a partnership model, including pre-service teachers. The authors discuss how third spaces can be jointly created in teacher education partnerships including pre-service teachers. In particular, issues regarding expertise as well as possible disruption of existing knowledge, understandings, and practices are explored. Results show that third spaces could be difficult to establish and maintain as continuous and lasting experiences within fixed educational structures. Informed by ideas of place-based pedagogy, the authors suggest an expanded and temporal understanding of third space in teacher education, that of third space moments.
| Original language | English |
|---|---|
| Article number | 104499 |
| Journal | Teaching and Teacher Education |
| Volume | 141 |
| DOIs | |
| Publication status | Published - 1 Apr 2024 |
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors received financial support for the research of this article from the Norwegian Research Council , funding ID 288436 , Music Teacher Education for the Future (FUTURED) (see Figs. 1 and 2 ). Dr. Catharina Christophersen is professor of music education at the Western-Norway University of Applied Sciences. Her research is published in international journals and volumes. She is the co-editor of Musician-Teacher Collaborations: Altering the Chord (2018)and the forthcoming SAGE Handbook of School Music Education. She led the research project Music Teacher Education for the Future (FUTURED 2019–2022), funded by the Norwegian Research Council. https://orcid.org/0000-0002-2040-8535
| Funders | Funder number |
|---|---|
| FUTURED | |
| Music Teacher Education for the Future | |
| Norges Forskningsråd | 288436 |
Keywords
- Expertise
- Partnership
- Teacher education
- Third space