The purpose of this article is to advocate for an expansion of third-space ideology to the research conducted in clinical teacher preparation programs including research designs and methods of data collection. Clinical teacher preparation has been advocated since the 1980s and is now being systematically realized in the early 21st century. Thus,…

A growing body of research has identified teacher residency's potentials for improving and sustaining preservice teacher learning through a stronger district-university partnership. Drawing on sensemaking perspectives on education policy implementation, this qualitative case study examines how a variety of university and district stakeholders make…

An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from…

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors…

Traditionally, classroom teachers have been asked to "cooperate" during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative…

Guided by activity theory, this study examines the major contradictions in an English as a foreign language (EFL) teacher professional learning community (PLC) established in China through a university--district--school partnership. Multiple sources of data were collected, including interviews, observations, and documents. Data analyses revealed…

Given changes to the ways teachers and, by association, the universities that prepare them are held accountable, the critical work of John Goodlad in educational renewal through teacher education has restored at least some capacity to reframe conversations about ways to better prepare teachers to serve diverse students in America's schools. In…

In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how…

Here we share findings from a 9-month qualitative case study involving a school-university professional development inquiry into how teachers develop, implement, and interpret community-based pedagogies (CBPs), an asset-based approach to curriculum that acknowledges mandated standards but begins with recognizing and valuing local knowledge. After…

Using theoretical conceptions of third space and hybrid teacher education, the authors engaged in a collaborative self-study of their practices as university-based teacher educators working in student teaching partnership settings. The authors sought to understand ways in which hybrid teacher educators foster and mediate relationships to work…

In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to…

Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school…

A number of recent studies have shown that teachers are unevenly distributed across schools: compared to other students, students who are low-income, minority, limited-English proficient, low-performing, and/or from urban contexts tend to be taught by substantially less qualified teachers. Consequently, many researchers have analyzed how teachers…