One text, two worlds, third space: Design principles for bridging the two-worlds divide in teacher education

Abstract

Teacher educators have designed innovative interventions to bridge the damaging divide between university and P-12 experiences by creating hybrid spaces where participants and ideas interact on common ground. Based on our analysis of these interventions, we propose three design principles for teacher education: shared settings, shared roles, and shared texts. We used these principles to design and study a university English Language Arts methods course. Analysis of interviews, classroom discussion, student teacher evaluations, and other data indicate that together, the three principles support a third space for participants to share expertise and break down hierarchies, integrate theory and practice, and build community.