Year: 2018
Type: article
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.
Source: Journal of Teacher Education
Author: Jori S. Beck
Institution: Old Dominion University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2885329156