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022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aWilliams, Judy _eauthor
245	1	0	_aTeacher educator professional learning in the third space : _bimplications for identity and practice/ _ccreated by Judith Joy Williams
264	1		_aThousand Oaks : _bSage, _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 65, number 4
520	3		_aThis article reports on the results of a research project in which 18 teacher educators in three countries—Australia, The Netherlands, and United Kingdom—were interviewed about their experiences of working in the so-called “third space” between schools and universities, particularly in relation to the practicum, or field supervision. Most teacher educators have previously worked as teachers in schools or other educational settings, and when they become teacher educators in universities, they are often involved in the supervision or mentoring of preservice teachers in the field. The research reported in this article examined how university-based teacher educators manage the challenges inherent in working with mentor/cooperating teachers after having been or when still practicing as teachers in schools. Findings from the study showed that for teacher educators, working in the third space involves managing shifting identities between teacher and teacher educator, responding to changing perspectives on learning and teaching, and negotiating sometimes finely balanced and difficult relationships.
650			_aTeacher educators _vProfessional learning _xProfessional identity
856			_uhttps://doi.org/10.1177/0022487114533128
942			_2lcc _cJA
999			_c167398 _d167398