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- W3149691639 abstract "This article comprises a scoping review of partnerships as third spaces for professional practice (2010–2019). The purpose of this review is to provide a comprehensive overview of relevant research regarding the emergence of the concept “third space” in professional practice in teacher education. The review is underpinned by the five-stage framework of Arksey and O’Malley (2005). The results show that participants’ identities in the third space are in constant negotiation as a result of crossing boundaries and performing hybrid roles. The symmetrical interconnection of knowledge in the third space contributes to a fundamental shift in the focus on whose expertise counts in the education of future teachers." @default.
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- W3149691639 date "2021-06-01" @default.
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- W3149691639 title "Partnerships as third spaces for professional practice in initial teacher education: A scoping review" @default.
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- W3149691639 doi "https://doi.org/10.1016/j.tate.2021.103338" @default.
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