Third space moments: Exploring a university-school partnership through collaborative action research

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.