41this model links to Bhabha’s conceptualisation of cultural and historical third space
hybridity ( 1994 ).
In a second example, Le Cornu ( 2012 ) discusses a partnership model that frames
the roles that participants play in a professional experience placement within a
learning community, thus providing an alternative hybrid space that allows the par-
ticipants to ‘work differently and more collaboratively’ (p. 29). The learning com-
munities’ model challenges the traditional conceptions of the role of the school-based
coordinator. Traditionally, this role is administrative; however, within the learning
communities’ model, they become ‘leaders of learning’ (p. 19) through the use of
learning circles that enable professional conversations to occur on a regular basis.
As such, Le Cornu argues that the school-based coordinator enables the creation of
a third space whereby pedagogical practices are discussed, and links between prac-
titioner and academic knowledge can be illuminated. The notion of third space in
this context described by Le Cornu identifies the third space as the one created by
teacher educators and school coordinators for the purpose of creating new possibili-
ties. While not identified specifically by the author, this application of third space in
the professional partnership context suggests an affinity with Soja’s conception of
thirding-as-Othering.
Similarly, Taylor, Klein, and Abrams ( 2014 ) describe a teacher residency pro-
gram that endeavours to challenge the traditional roles played by the participants of
a teacher education program. The program aims to overcome traditional divides that
occur between universities and schools by equally valuing the knowledge of the
community, faculty, teachers and preservice teachers. The urban teacher residency
model described in the research by Taylor and colleagues sees preservice teachers
placed alongside a mentor teacher for a school year who co-constructs learning in
the school context with the preservice teacher. In this respect, the researchers
describe the third space as being the program itself, stating that ‘teacher education
in this instance, occurs not only in university and in the school, but also in a third
space unique to itself’ (p. 3). The work authentically contributes to the political
disruption of teacher education partnerships. The identification of three specific
spaces is strongly connected to the work of Gutiérrez and offers new ways for part-
ners in teacher education to negotiate power differentials. Like Le Cornu’s partner-
ship model, this unique space of other provides multiple sources of expertise that
negate traditional hierarchical structures of teacher education. Hence, it also sug-
gests connections to Soja’s thirding-as-Othering.
Another interesting but different partnership model that creates a hybrid third
space is the inclusion of a professional experience opportunity where the university
teacher educator works alongside preservice teachers and mentors in partner
schools. Martin, Snow, and Torrez ( 2011 ) describe the teacher educators in this
model using Zeichner’s terminology of ‘hybrid teacher educators’ (p. 299); thus, the
roles undertaken within the school context foster third spaces across the partnership.
The researchers describe the model as having the potential to intersect the different
kinds of knowledge that the participants interact with, but also to challenge the rela-
tionships that traditionally occur in professional experience. The hybrid teachers
indicated that:
3 Theorising the Third Space of Professional Experience Partnerships