46
Conclusion
A review of the literature has revealed that third space theorists provide different yet
complimentary theoretical frames through which to view the professional experi-
ence component of teacher education. The different conceptions of third space pre-
sented in this chapter include hybridity, thirding-as-Othering and dialogue.
Soja’s thirding-as-Othering is the typical application of third space theory in
research about building new models of school-university partnerships. The focus on
creating professional experiences that are neither representative of school nor uni-
versity knowledge forms, but something entirely new, is a unifying theme within
this work. With its emphasis on preservice teacher agency and voice, research into
the development of preservice teachers’ identities during their professional experi-
ence largely reflects Gutiérrez’s approach to third space as dialogue. Finally,
research into teacher educators’ identities and roles during the professional experi-
ence reflects both Soja’s notion of deliberately creating third spaces of possibility
and Bhabha’s notion of the tensions that arise from hybrid identities.
This chapter attests that third space theory has been applied to recent partner-
ships and professional experience scholarship within the field of teacher education.
Viewing the professional experience through the lens of various third space theories
certainly helps us to problematise teacher education and to gain greater insights into
the learning of preservice teachers, teacher educators and educators in school con-
texts. We propose that the potential of third space theory for understanding the com-
plexities of the professional experience can only be heightened with closer attention
paid to the nuance that each third space theory offers. We also note that while exist-
ing research applies third space theory to program development and preservice
teacher and teacher educator identity, further research possibilities include explor-
ing the third spaces of professional experience from the perspectives of mentor
teachers and school coordinators.
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