CREATING THIRD SPACES IN THE EDUCATION OF TEACHERS AND EDUCATIONAL RESEARCH

1. CREATING THIRD SPACES IN THE EDUCATION OF TEACHERS AND EDUCATIONAL RESEARCH KEN ZEICHNER UNIVERSITY OF WISCONSIN-MADISON

2. 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).

3. 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).

4. 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 .

5. 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)

6. TWO SPACES • FIRST PLACE PERSPECTIVE –PRACTITIONER KNOWLEDGE • SECOND PLACE PERSPECTIVE- ACADEMIC KNOWLEDGE.

7. 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.

8. 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.

9. BOUNDARY CROSSINGS AND CREATING THIRD SPACES IN TEACHER EDUCATION • READING TEACHER RESEARCH IN UNIVERSITY COURSES AND TALKING WITH TEACHER RESEARCHERS ABOUT THEIR RESEARCH.

10. BOUNDARY CROSSINGS • USING ARTIFACTS OF TEACHERS’ PRACTICES IN PRE-SERVICE AND CPD CLASSES. gallery.carnegiefoundation.org/insideteaching/ E.G., PAM GROSSMAN’S 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/

11. 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).

12. 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.

13. 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.

14. 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.

15. 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.

16. 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.

17. 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-????

18. 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.

19. 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:

20. 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.