Jennifer L. Snow

Navigating the Terrain of Third Space: Tensions with/in Relationships in School-University Partnerships

Using theoretical conceptions of third space and hybrid teacher education, the authors engaged in a collaborative self-study of their practices as university-based teacher educators working in student teaching partnership settings. The authors sought to understand ways in which hybrid teacher educators foster and mediate relationships to work toward a collective third space. In this article, the authors describe the nature of relationships in their work, the tensions wrought by complexities of these relationships, and ways they negotiated tensions to foster relationships that productively mediated processes of teacher education. The authors also propose a framework for moving beyond traditional notions of oppositional triadic relationships of student teacher, mentor teacher, and supervisor in recognition of complex social interactions in the third space.

Confessions of Practice: Multidimensional Interweavings of Our Work as Teacher Educators

In this article, we describe our inquiry and confess how our work as teacher educators weaves through multiple contexts and roles to reinforce a stronger enactment and construction of knowledge and practical relevance. We examined the complex nature of teacher education roles through collaborative self-study. Questions included the following: What roles do we enact as teacher educators? How do these enacted roles interact in multiple, situated contexts? We found our roles were multidimensional across activity systems. Knowledge and models flowed across settings and enhanced practical relevance with candidates and in our work as we negotiated the multiple interweavings of our work.

Teacher Leader Identities and Influences as Defined by Liaisons-in-Residence

Abstract nRecognizing the importance of developing professional identities and valuing the work of school-based teacher educators, this chapter outlines a specific context in which teacher leaders self-identified and worked across contexts to support teacher development within their schools. This chapter’s primary focus includes the perceptions and experiences of teacher leaders in school–university partnerships connected to one university in one identified role: liaison-in-residence. Three themes resulted from analysis of transcripts, journals, and memos: teacher leader identity developed within democratic leadership; teacher leader positionality stirs tensions in professional identity; and service and equity as key guideposts for leading and learning.

Re-Culturing Educator Preparation Programs: A Collaborative Case Study of Continuous Improvement

ABSTRACT Teacher educators at one institution of higher education collaborated to reculture systems for a focus on continuous improvement even within mounting accountability pressures. A framework of social network theory allowed for themes to develop around layered interactions of faculty, processes, and professional capital. Findings focused on people, groups, and systems for sustaining a culture of continuous improvement.