African Journal of Teacher Education (Jun 2023)
Practice schools as third spaces? Navigating the continuum between hierarchical models and collaborative partnerships in teaching practice in South Africa
Abstract
Mentoring student teachers is a fundamental approach in teaching practice. Traditionally, teaching-practice models have been based on cognitive apprentice approaches and have been hierarchical in nature. Problems with finding suitable schools for teaching practice and mentoring experiences have been challenging, which has led to the implementation of collaborative partnership approaches. In South Africa, minimal research has been undertaken on the establishment of partnerships to strengthen teaching practice, with work in the third space almost non-existent. The research question under investigation in this paper is as follows: How do we move away from hierarchical models of teaching practice and establish collaborative partnerships between schools and universities? The paper is underpinned by both third space theory and border theory. The aim of the paper is, first, to explore the challenges encountered with the hierarchical models used in teaching practice. Second, we explore what collaborative educational partnerships entail and investigate the various models used internationally to establish partnerships between universities and schools to strengthen teaching practice. This non-empirical paper uses a secondary-source data design that draws on existing texts, research findings, and journal articles. A qualitative research approach has been employed as it allows a narrative description of the data collected. An interpretive approach is employed to interpret and to discuss the findings. The paper concludes by reviewing practice schools as a type of school that allows lecturers, teachers, and students to cross institutional borders and collaborate in the third space.
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