Book Chapter

Repositioning, Embodiment and the Experimental Space: Refiguring Student–Teacher Partnerships in Teacher Education

H CAHILL, J Coffey

A Companion to Research in Teacher Education | Springer Nature Singapore Pte Ltd | Published : 2017


This chapter provides an introduction to the feminist post-structuralist theory of change used to inform the pedagogical design of the Learning Partnerships program. It analyses data gathered from surveys, focus groups and in-depth interviews with the school students and trainee teachers involved in various iterations of the program. The respondents cite the humanising effect of the encounter and point to the way in which it builds their confidence to communicate with and understand each other’s perspectives. The process has them rethink who each other are and who they can ‘be’ in their encounters. Findings from this research include recommendations for use of a ‘third space’ for exploratory..

View full abstract

Citation metrics