Understanding university-based teacher educators’ learning in third spaces

For decades, the practices of university-based teacher educators (UBTEs) have been interpreted through the theory-practice dichotomy. This conceptual paper introduces third space as an alternative perspective that disrupts the binary view, using it to unpack and theorise UBTEs’ learning within their professional practices. We first linked three traditions of third space theory to the study of UBTEs’ learning. Building on existing debates, we proposed an alternative conceptual framework that differentiates between lived and pursued third spaces, highlighting a progressive and inclusive view of learning. Drawing on empirical studies, we subsequently categorised the third spaces where UBTEs work into two types: 1) within the university setting, between academic research and teacher education practices; 2) across settings, between university-based teacher preparation and school-based student teaching. Finally, we outlined potential research questions for future studies drawing on third space theories and offered implications for fostering UBTEs’ expansive learning towards an ideal third space.