Expansive Learning in Teacher Education's Hybrid Spaces: The Challenges and Possibilities in and Beyond Learning Studios

Jeroen Imants,Erik Blankesteijn,Paulien C Meijer

doi:10.3389/feduc.2020.00064

Abstract

This article uses the concept of expansive learning from activity theory as a lens to understand learning in and beyond hybrid or third spaces in teacher education. In so-called “Learning Studios,” student teachers, experienced teachers and teacher educators learned through exploratory activities, leading to new insights, “familiarized knowledge” and expanded practices. However, while learning in Learning Studios was supposed to affect schools and universities (as activity systems), labeled as “snowballing,” this only occurred sporadically. Using expansive learning theory and its prominent role of contractions, we developed a better understanding of – and explanation for – the lack of snowballing. We developed suggestions for snowballing in schools and universities based on the successful characteristics of learning in Learning Studios.

Highlights

Over the last few decades, institutes for teacher education and schools have increasingly collaborated in networks that focus on the internships of student teachers, the introduction of new teachers in schools and professional development of experienced teachers
The results regarding the learning processes are presented according to the characteristics of professional learning communities (PLCs)
This section ends with a short discussion on how the steering instruments for PLCs [i.e., (1) leadership, (2) autonomy of the community, and (3) facilitation of the community] played out in the Learning Studios

Summary

Introduction

Over the last few decades, institutes for teacher education and schools have increasingly collaborated in networks that focus on the internships of student teachers, the introduction of new teachers in schools and professional development of experienced teachers. Programs for interns and beginning teachers include elements of mentoring or coaching by experienced teachers and of collaborative reflection with other interns or beginning teachers (Ingersoll and Strong, 2011). These programs depart from the idea that there are still many skills to learn for newcomers. The programs have come to see beginning teachers as learners, and as bearers of new ideas, and as connoisseurs of the younger generations Viewing them as such creates space for interns and newcomers in quite a new way, as well as space for experienced (mentor) teachers’ learning (e.g., Hong and Matsko, 2019). How student teachers, early-career teachers and experienced teachers learn while interacting in schools as workplaces is still underexamined

Objectives

Methods

Results