The emergence of a digital third space
Opportunities and constraints of digital practice assessment in teacher education
Bibliographic Data
| ID | 21578208 |
|---|---|
| Authors | Viviana Daza (0000-0002-2491-8380, University of Oslo, corresponding author), Gréta Björk Guðmundsdóttir (0000-0002-1983-9215, University of Oslo), Andreas Lund (0000-0003-0175-400X, University of Oslo) |
| Year | 2024 |
| Volume | 127 |
| Pages | 102415 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2024.102415 |
| OpenAlex | W4401628714 |
| Language | EN |
| Citations received | 3 |
| References cited | 52 |
Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teachers, school-based and university-based teacher educators. It explores the perspectives of these stakeholders on the use of technology in teaching practice assessment and examines how their collaboration within these triads can facilitate the emergence of a third space. The third space is a metaphor that denotes the meeting place of epistemologies from research and practice in teacher education, where all stakeholders’ voices are heard. This examination sheds light on the potential benefits and challenges that DPA brings to the assessment process and highlights the importance of understanding the interplay between technology, collaboration, and professional development in teacher education. Through video-stimulated recall interviews of the assessment sessions, we show how recordings of teaching practice offer opportunities such as detailed feedback, enhanced reflections, and knowledge sharing, which are essential to research-based and practice-oriented teacher education. However, certain constraints were identified, such as the lack of contextual information and rigid roles within the assessment process. Still, despite the summative nature of DPA, our findings suggest that it has the potential to integrate formative assessment to foster the emergence of a third space and to support the development and learning of pre-service teachers
Mathematics education · Pedagogy · Sociology · Computer Science · Online and Blended Learning · Psychology · Reflective Practices in Education · Student Assessment and Feedback
About the Complexities of Video-Based Assessments
Patterns in teacher learning in different phases of the professional career
Using video to analyze one's own teaching
Mathematics teacher learning to notice
Expanding on prior conceptualizations of teacher noticing
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
Video viewing in teacher education and professional development
Using video to teach future teachers to learn from teaching
Exploring the Process of Preservice Teachers’ Diagnostic Activities in a Video-Based Simulation
Video-based reflection in teacher education
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education
Rethinking feedback practices in higher education
Oral presentation as a form of summative assessment in a master’s level PGCE module
Exploring Inquiry in the Third Space
How can universities ensure quality of practice in initial teacher education
Teacher learning from analysis of videotaped classroom situations
Fostering preservice teachers’ noticing with structured video feedback
From coursework to fieldwork
Promoting pre-service teachers' professional vision of classroom management during practical school training
Teachers' professional vision, pedagogical content knowledge and beliefs
Creating a “third space” in student teaching
Digital video-based peer feedback training
Stimulated recall
Affordances and the Body
Navigating the Terrain of Third Space
Social Affordances and the Possibility of Ecological Linguistics
Stimulated Recall Interviews in Ethnography
Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice
Reflecting on Others Before Reflecting on Self
Investigating the Third Space
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |