Document Type

Article

Publication Date

2018

DOI

10.1177/0022487118787497

Publication Title

Journal of Teacher Education

Pages

1-13

Abstract

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, it is time to revisit research designs and data collection related to this model. The author illustrates first-, second-, and third-space programs, including an overview of teacher residency programs, before advocating a mixed methods research paradigm that aims to create democratic spaces for teacher education research. Research and practice implications are discussed.

Comments

This is the author's post-print version of an article that was published in Journal of Teacher Education. The final version was published as:

Beck, J.S. (2018) Investigating the Third Space: A New Agenda for Teacher Education Research. Journal of Teacher Education, pp. 1-13. © 2018 American Association of Colleges for Teacher Education. DOI: 10.1177/0022487118787497

Available at: http://dx.doi.org/10.1177/0022487118787497

ORCID

0000-0002-3175-0547 (Beck)

Original Publication Citation

Beck, J. S. (2018). Investigating the third space: A new agenda for teacher education research. Journal of Teacher Education, 1-13. doi:10.1177/0022487118787497

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