论教师教育中第三空间的粉饰,或 不要引用本文

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-09-11 DOI:10.1016/j.tate.2024.104786
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引用次数: 0

摘要

自 20 世纪 80 年代以来,教师教育领域一直在推动增加临床经验,并在学区和教育学院之间建立更密切的关系。2010 年,Zeichner 将 "第三空间 "理论引入学校与大学的合作研究。随后,研究人员又在其他一些文章中应用了相同的理论,包括在教师驻校的许多工作中。在这篇理论评论和简短的系统性文献综述中,我将 "第三空间 "理论与其后殖民根源联系起来,并归功于创立该理论的有色人种学者。我解读了该理论的初衷,并对那些粉饰该理论的白人教师教育工作者所撰写的研究报告进行了批判。为了实现这一目标,我汇编了教师教育研究中被引用次数最多的十篇关于 "第三空间 "的文章,对文献进行了简短而集中的回顾。我转述了这种粉饰是如何在教师驻校项目的研究中发生的。然后,我提出了解决粉饰问题的潜在方法,包括解决种族主义、权力、压迫和政治问题的方法,并重点介绍了最近在 "第三空间 "方面开展的工作,这些工作推动了这一目标的实现。
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On the whitewashing of third space in teacher education, or Don't cite this article

Since the 1980s, there has been a push in teacher education to increase clinical experiences and build closer relationships between school districts and colleges of education. In 2010, Zeichner introduced the theory of Third Space to school-university partnership research. This was followed by a number of other articles in which the researchers applied the same theory—including in much of the work on teacher residencies. In this theoretical critique and brief systematic literature review, I connect Third Space theory back to its postcolonial roots and attribute the Scholars of Color who created the theory. I unpack the theory's original intent and critique research written by white teacher educators who whitewashed the theory. To accomplish this goal, I compiled the ten most cited articles on Third Space in teacher education research in a brief, focused review of the literature. I convey how this whitewashing has also occurred in work on teacher residency programs. I then present potential ways for addressing this whitewashing including means of addressing racism, power, oppression, and politics and highlight recent work on Third Space that has moved this goal forward.

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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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