The third space of teacher education (Zeichner, 2010) bridges the academic pedagogical knowledge of the university and the practical knowledge of the inservice K-12 teacher. A third space elementary science methods class was taught at a local elementary school with inservice teachers acting as mentors and allowing preservice teachers into their classes each week. Preservice teachers applied the pedagogical knowledge from the course in their elementary classrooms. The course has been revised constantly over six semesters to improve its logistics and the pre-service teacher experience. This article summarizes how the course has been developed and improved.
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Bahr, D.L. & Monroe, E.E. (2008, Nov 25). An exploration of the effects of a practicum-based mathematics methods course on the beliefs of elementary preservice teachers. International Journal of Mathematics Teaching and Learning. Retrieved from http://www.cimt.org.uk/journal/bahrmonroe.pdf
Bahr, D., Monroe, E. E., Balzotti, M., & Eggett, D. (2009). Crossing the barriers between preservice and inservice mathematics teacher education: An evaluation of the grant school professional development program. School Science and Mathematics, 109(4), 223-236.
Bahr, D.L., Monroe, E.E., & Eggett, D. (2014). Structural and conceptual interweaving of mathematics methods coursework and field practica. Journal of Mathematics Teacher Education, 17, 271-297.
Bahr, D., Monroe, E. E., & Shaha, S. H. (2013). Examining preservice teacher belief changes in the context of coordinated mathematics methods coursework and classroom experiences. School Science and Mathematics,113(3), 144-155.
Bredeson, P.V. (2003). Designs for learning: A new architecture for professional development in schools. Thousand Oaks, CA: Corwin Press, Inc.
Bybee, R. W. (1997). Achieving scientific literacy. Portsmouth, NH: Heinemann.
Cochran-Smith, M. & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
Educause. (2012, February). 7 things you should know about flipped classrooms. Retrieved from https://net.educause.edu/ir/library/pdf/eli7081.pdf
Friend, M. (2015-2016). Welcome to co-teaching 2.0. Educational Leadership, 73(4), 16-22.
Konicek-Moran, R. (2008). Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching. Arlington, VA: NSTA Press.
Korthagan, F. & Kessels, J. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17.
National Academies of Sciences, Engineering, and Medicine. (2015). Science teachers’ learning: Enhancing opportunities, creating supportive contexts. Washington, DC: The National Academies Press.
NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.
Sanderson, D.R. (2016). Working together to strengthen the school community: The restructuring of a university-school partnership. School Community Journal, 26(1), 183-197.
Taylor, M., Klein, E. J., & Abrams, L. (2014). Tensions of reimagining our roles as teacher educators in a third space: Revisiting a co/autoethnography through a faculty lens. Studying Teacher Education, 10(1), 3-19. DOI: 10.1080/17425964.2013.866549.
Vick, M.E., & Reichhoff, N. (2017). Collaborative partnerships between pre-service and inservice teachers as a driver for professional development. In R.M. Reardon & J. Leonard (Eds.) Exploring the community impact of research-practice partnerships in education. A Volume in the series: Current perspectives on school/university/community research (pp. 199-224). Information Age Publishing: Charlotte, NC.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.