Spaces of possibility in pre-service teacher education

Mary Ryan*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

17 Citations (Scopus)

Abstract

Pre-service teacher education is a spatialised enterprise. It operates across a number of spaces that may or may not be linked ideologically and/or physically. These spaces can include daily practices, locations, infrastructure, relationships and representations of power and ideology. The interrelationships between and within these (sometimes competing) spaces for pre-service teachers will influence their identities as teachers and learners across time and space. Pre-service teachers are expected to make the connections between these often-contradictory spaces with little or no guidance on how to negotiate such complex relationships. These are difficult spaces, yet the slippages and gaps between these spaces offer generative possibilities. This paper explores these spaces of possibility for pre-service teacher education, and uses the spatial theories of Lefebvre and Foucault to argue that critical reflective practice can be used to create Soja's 'thirdspace' for reconstructing future practice.

Original languageEnglish
Pages (from-to)881-900
Number of pages20
JournalBritish Journal of Sociology of Education
Volume32
Issue number6
DOIs
Publication statusPublished - Nov 2011
Externally publishedYes

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