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Creating a “third space” in student teaching: Implications for the university supervisor’s status as outsider |
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| Authors: | Alexander Cuenca Mardi Schmeichel Brandon M. Butler Todd Dinkelman Joseph R. Nichols Jr. |
| Affiliation: | a Educational Studies, Saint Louis University, Fitzgerald Hall, Saint Louis, MO 63103, USA b Department of Elementary & Social Studies Education, University of Georgia, 629 Aderhold Hall, Athens, GA 30602, USA c School of Education, Georgia Southwestern State University, 800 Georgia Southwestern State University Drive, Americus, GA 31709, USA d Department of Teaching & Learning, Old Dominion University, Darden College of Education, Norfolk, VA 23529, USA |
| Abstract: | The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into our student teaching seminar. We suggest that “third spaces” in combination with return-to-campus courses not only mitigates the peripherality of university supervisors, but also amplifies the influence of a teacher preparation program. |
| Keywords: | University supervision Student teaching experience Teacher education programs Third space |
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