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.
This item's license is: Attribution-NonCommercial-NoDerivatives 4.0 International