Partnerships as third spaces for professional practice in initial teacher education: A scoping review

• Published in: Teaching and teacher education Vol. 102; p. 103338
• Main Authors: Daza, Viviana, Gudmundsdottir, Greta Björk, Lund, Andreas
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.06.2021
• Subjects: Initial teacher education; Partnerships; Professional practice; Scoping review; Third space; Scoping review; Partnerships; Initial teacher education; Professional practice; Third space
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2021.103338

This article comprises a scoping review of partnerships as third spaces for professional practice (2010–2019). The purpose of this review is to provide a comprehensive overview of relevant research regarding the emergence of the concept “third space” in professional practice in teacher education. The review is underpinned by the five-stage framework of Arksey and O’Malley (2005). The results show that participants’ identities in the third space are in constant negotiation as a result of crossing boundaries and performing hybrid roles. The symmetrical interconnection of knowledge in the third space contributes to a fundamental shift in the focus on whose expertise counts in the education of future teachers. •Thirty-six studies were identified between 2010 and 2019 across seven countries.•The third space is linked to identity and epistemology negotiations.•The third space affords less hierarchical models for professional practice.•The third space offers an alternative to the theory–practice dichotomy.•Several challenges emerge in the third space.