Abstract This article comprises a scoping review of partnerships as third spaces for professional... more 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.
In this paper we argue that teacher education programs need to further develop their own practice... more In this paper we argue that teacher education programs need to further develop their own practices to meet the challenges of the 21.Century. We will in this paper give a review of the research within the field of teacher education and technology. Using a teacher training program (PPU) ...
Abstract In this paper we argue that for teachers it is becoming increasingly important to develo... more Abstract In this paper we argue that for teachers it is becoming increasingly important to develop competence in designing technology mediated and collaborative tasks. The impact from digital technologies challenges the historically stable relationship between textbooks, ...
Abstract This article comprises a scoping review of partnerships as third spaces for professional... more 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.
In this paper we argue that teacher education programs need to further develop their own practice... more In this paper we argue that teacher education programs need to further develop their own practices to meet the challenges of the 21.Century. We will in this paper give a review of the research within the field of teacher education and technology. Using a teacher training program (PPU) ...
Abstract In this paper we argue that for teachers it is becoming increasingly important to develo... more Abstract In this paper we argue that for teachers it is becoming increasingly important to develop competence in designing technology mediated and collaborative tasks. The impact from digital technologies challenges the historically stable relationship between textbooks, ...
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