Revisiting Reflection: Utilizing Third Spaces in Teacher Education

Abstract

Much has been written about the importance of reflective practice. What is missing is reflective work on the part of teacher educators to address the mismatch between university-based methods courses and the realities of classroom life. With examples from a third grade mathematics classroom as well as a university-based mathematics methods course, this article explores ways educators can employ third space theory as a way to engage in purposeful reflection into their teaching practices.

Key words:

• practitioner inquiry
• reflection
• third space theory

Notes

1 The names of the school district, the elementary school, and the university have been changed to protect the identities of the participants in this study.

2 Demographic descriptors are those of the district.

3 Data retrieved from http://www.[edgewater].k12.[state].us/QuickFacts.pdf and http://www.[edgewater].k12.[state].us/topics/stats/2006/byincome.htm.

4 Information retrieved from http://www.[edgewater].k12.[state].us/today/711.htm.

5 Targeted minority students are those who are counted for diversity programs on campus and may not include all students from non-dominant backgrounds—especially those who choose not to disclose their demographic information. Typically, targeted minority students include those labeled by the university as Black, Hispanic, Southeast Asian, or Native American/Alaskan Native.

6 See Lobato, Clarke, and Ellis (2005) for an interesting discussion of various conceptions of ìtellingî and how it might be used in the mathematics classroom.