CREATING THIRD SPACES IN THE EDUCATION OF TEACHERS AND EDUCATIONAL RESEARCH

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CREATING THIRD SPACES IN THE EDUCATION OF
TEACHERS AND EDUCATIONAL RESEARCH

• KEN ZEICHNER
• UNIVERSITY OF WISCONSIN-MADISON

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THIRD SPACES

• THE IDEA OF THIRD SPACE COMES FROM HYBRIDITY
  THEORY WHICH RECOGNIZES THAT INDIVIDUALS DRAW ON
  MULTIPLE DISCOURSES TO MAKE SENSE OF THE WORLD.
• THIRD SPACE INVOLVES A REJECTION OF BINARIES SUCH
  AS PRACTITIONER AND ACADEMIC KNOWLEDGE, AND
  THEORY AND PRACTICE.
• THIRD SPACE CAN INVOLVE THE INTEGRATION OF WHAT
  ARE OFTEN SEEN AS COMPETING DISCOURSES IN NEW
  WAYS (EITHER/OR VS BOTH AND ALSO).

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THIRD SPACES

• THIRD SPACE THEORY HAS BEEN USED IN FIELDS SUCH
  AS GEOGRAPHY, THE ARTS, POSTCOLONIAL STUDIES,
  FEMINIST STUDIES AND RECENTLY IN EDUCATION.
• DEBATES OVER THE MEANING OF THIRD SPACE (E.G.,
  BRIDGING VS. INTEGRATION).

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MY GOAL

• THE INTEGRATION OF PRACTITIONER KNOWLEDGE AND
  ACADEMIC KNOWLEDGE IN NEW WAYS
• 1. TO ENHANCE THE EDUCATION OF TEACHERS AND THEIR
  ABILITY TO LEARN IN AND FROM PRACTICE AND
• 2. TO ENHANCE THE VALUE OF EDUCATION RESEARCH TO
  PRACTITIONERS, ACADEMICS AND POLICY MAKERS .

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A THIRD SPACE IS

• A CREATIVE RECOMBINATION AND EXTENSION, ONE THAT
  BUILDS ON A FIRST PLACE PERSPECTIVE THAT IS
  FOCUSED ON THE REAL MATERIAL WORLD--- AND A
  SECOND PLACE PERSPECTIVE THAT INTERPRETS THIS
  REALITY THROUGH IMAGINED REPRESENTATIONS OF
  SPATIALITY (SOJA, 1996)

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TWO SPACES

• FIRST PLACE PERSPECTIVE PRACTITIONER KNOWLEDGE
• SECOND PLACE PERSPECTIVE- ACADEMIC KNOWLEDGE.

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DOMINANT MODEL OF PRACTICE IN TEACHER EDUCATION

• LEARN YOUR THEORY AT THE UNIVERSITY AND APPLY
  IT IN TEACHING PRACTICE IN SCHOOLS.
• MARGINALIZATION OF PRACTITIONER KNOWLEDGE AND
  RESEARCH IN THE UNIVERSITY AND OF ACADEMIC
  KNOWLEDGE IN SCHOOLS.
• STUDENT TEACHERS GO TO SCHOOLS TO PRACTICE WHAT
  THEY LEARN AT UNIVERSITIES.
• TEACHER RESEARCH IS PROFESSIONAL DEVELOPMENT NOT
  KNOWLEDGE CREATION.

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THE NEW PROFESSIONALISM

• DEVELOPMENT OF FASTRACK TEACHER EDUCATION
  PROGRAMS WHERE THE ROLE OF THE UNIVERSITY IS
  SUBSTANTIALLY REDUCED AND IT IS ASSUMED THAT MOST
  OF WHAT TEACHERS NEED TO LEARN TO TEACH CAN BE
  LEARNED ON THE JOB.

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BOUNDARY CROSSINGS AND CREATING THIRD SPACES IN
TEACHER EDUCATION

• READING TEACHER RESEARCH IN UNIVERSITY COURSES
  AND TALKING WITH TEACHER RESEARCHERS ABOUT THEIR
  RESEARCH.

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BOUNDARY CROSSINGS

• USING ARTIFACTS OF TEACHERS PRACTICES IN
  PRE-SERVICE AND CPD CLASSES.
• gallery.carnegiefoundation.org/insideteaching/
• E.G., PAM GROSSMANS USE ARTIFACTS FROM THE
  TEACHING OF YVONNE DIVANS HUTCHINSON TO TEACH
  STUDENT TEACHERS ABOUT LEADING TEXT-BASED AND
  STUDENT-CENTERED DISCUSSIONS.
• http//quest.carnegiefoundation.org/pgrossman/

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EXAMPLE OF A TEACHER WEBSITE

• http//gallery.carnegiefoundation.org/collections/
  quest/collections/sites/divans-hutchinson_yvonne/
• Website of Yvonne Divans Hutchinson (LA teacher
  whose site is used by Pam Grossman at Stanford).

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BOUNDARY CROSSINGS

• HYBRID EDUCATORS-
• E.G. TEACHERS-IN RESIDENCE PROGRAM AT THE
  UNIVERSITY OF WISCONSIN-MILWAUKEE.
• CO-TEACHING WITH FACULTY.
• INVOLVEMENT IN PROGRAM DEVELOPMENT AND RENEWAL.

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BOUNDARY CROSSINGS

• EXAMPLES
• MEDIATED FIELD-EXPERIENCES-UNIVERSITY OF
  WASHINGTON.
• PROFESSORS TEACHING KIDS AND DOCUMENTING IT AND
  USING ARTIFACTS OF THEIR OWN TEACHING IN TEACHER
  ED (BALL, LAMPERT)
• CLINICAL FACULTY IN PROFESSIONAL DEVELOPMENT
  SCHOOLS.

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ENHANCING THE VALUE OF EDUCATION RESEARCH

• TEACHER ACTION RESEARCH IS MORE COMMON, MORE
  EASILY ACCESSIBLE BUT IS LARGELY IGNORED BY THE
  ACADEMIC WORLD.
• HANDBOOKS OFTEN DO NOT INCLUDE THE FINDINGS OF
  TEACHER ACTION RESEARCH STUDIES.

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• JOINING PR AND AR IN THE DOING OF RESEARCH
  (RESEARCH PROGRAMMES)
• - EGS CGI MATHS, THE FUNDS OF KNOWLEDGE
  PROJECT
• DIALOGUES ABOUT THE MEANING OF ACADEMIC RESEARCH
  THAT GO BEYOND THE PUBLICATION OF RESEARCH.

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• JOINING PRACTITIONER RESEARCH WITH ACADEMIC
  RESEARCH-
• IN CONFERENCE PRESENTATIONS
• IN PUBLICATIONS INCLUDING RESEARCH SYNTHESES
• THE FOCUS SHOULD BE ON THE ISSUES NOT WHETHER IT
  IS PRACTITIONER OR ACADEMIC RESEARCH.

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POLICYMAKING AND PRACTITIONER RESEARCH

• POLICYMAKERS OFTEN IGNORE ANY KIND OF EDUCATIONAL
  RESEARCH.
• LOCAL E.G.- MADISON SCHOOLS AND SPECIAL
  EDUCATION.
• STATE E.G.- CALIFORNIA AND MENTOR PRACTITIONER
  RESEARCH
• NATIONAL-????

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CONCLUSION

• THE CONTINUED DIVIDE BETWEEN PRACTITIONER AND
  ACADEMIC RESEARCH AND THE SECOND CLASS STATUS FOR
  PRACTITIONER RESEARCH IS HURTING THE QUALITY OF
  EDUCATIONAL RESEARCH, TEACHER EDUCATION AND
  PROFESSIONAL DEVELOPMENT, AND EDUCATIONAL
  POLICYMAKING.

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REFERENCES ON THIRD SPACE THEORY

• Gutierrez, K. et al. (1997). Putting language
  back into language arts When the radical meets
  the third space. Language Arts, 74(5), 368-378.
• Moje, E.B. et al. (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.
• Soja, E. (1996). Thirdspace Journeys to Los
  Angeles and other real and imagined places.
  Malden, MA Blackwell.
• Bhabba, H. (1990). The 3rd space. In J.
  Rutherford (ed). Identity, community, culture and
  difference (pp. 207-221). London

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REFERENCES ON CREATING THIRD SPACES IN TEACHER
EDUCATION

• Howey, K. Zimpher, N. (2006) (Eds). Boundary
  spanners. Washington, DC American Association of
  State Colleges and Universities.
• Ball, D. Cohen, D. (1999). Developing practice,
  developing practitioners Toward a practice-based
  theory of professional education. In L.
  Darling-Hammond G. Sykes (Eds). Teaching as the
  learning profession. (pp.3-32).
• Lampert, M. Ball, D. (1998). Mathematics,
  teaching and multimedia Investigations of real
  practice. New York Teachers College Press.
• Zeichner, K., Miller, M. (1996). Learning to
  teach in professional development schools. In M.
  Levine R. Trachtman (Eds.), Building
  professional practice schools Politics, practice
  and policy (pp. 15-32). New York Teachers
  College Press.