A Conceptual Framework for Third Spaces that Disrupt Power Dynamics and Transform Clinically Based Teacher Education

Megan E. Lynch; Diane Yendol-Hoppey; Rachelle Curcio

doi:10.1177/01614681251331785

A Conceptual Framework for Third Spaces that Disrupt Power Dynamics and Transform Clinically Based Teacher Education

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	3-31
Number of pages	29
Journal	Teachers College Record
Volume	127
Issue number	2
DOIs	https://doi.org/10.1177/01614681251331785
State	Published - Feb 1 2025

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

ASJC Scopus Subject Areas

Education

Keywords

boundary crossing
clinical teacher education
humanizing pedagogy
school–university partnerships
third space

Access to Document

10.1177/01614681251331785

Cite this

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keywords = "boundary crossing, clinical teacher education, humanizing pedagogy, school{\textendash}university partnerships, third space",

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KW - humanizing pedagogy

KW - school–university partnerships

KW - third space

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A Conceptual Framework for Third Spaces that Disrupt Power Dynamics and Transform Clinically Based Teacher Education

UN SDGs

ASJC Scopus Subject Areas

Keywords

Access to Document

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