Collaborative Synchronous Coaching to Enable the Third Space in Initial Teacher Education

Article

O'Neill, Shirley, Gander, Tim and Dann, Christopher. 2024. "Collaborative Synchronous Coaching to Enable the Third Space in Initial Teacher Education." Action in Teacher Education. https://doi.org/10.1080/01626620.2024.2335896
Article Title

Collaborative Synchronous Coaching to Enable the Third Space in Initial Teacher Education

ERA Journal ID20766
Article CategoryArticle
AuthorsO'Neill, Shirley, Gander, Tim and Dann, Christopher
Journal TitleAction in Teacher Education
Number of Pages20
Year2024
ISSN0162-6620
Digital Object Identifier (DOI)https://doi.org/10.1080/01626620.2024.2335896
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/01626620.2024.2335896
AbstractResearch highlights the third space as a theory to enhance the practicum experience. This study explores how Collaborative Synchronous Coaching (CSC) can enable concepts found in the literature regarding the third space and initial teacher education (ITE). It used critical participatory action research to develop CSC and guide data collection. Semi-structured interviews were conducted with four triads, indicating that CSC is a new and practical andragogical technique to enable concepts of the third space in ITE. Pre and post-intervention surveys supported this conclusion. Authentic collaboration is facilitated, relationships de-hierarchized, and greater accountability encouraged, providing effective preparation of beginning teachers. A recommendation is to build a foundation of relational trust before implementing CSC.
Keywordsbug-in-ear; Third space; professional practice; partnerships; initial teacher education; coaching
Related Output
Is part ofCollaborative synchronous coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390199. Curriculum and pedagogy not elsewhere classified
Public Notes

This article is part of a UniSQ Thesis by publication. See Related Output.

Byline AffiliationsUniversity of Southern Queensland
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