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Foreword; 'Practice' and 'Practise': Tricky Concepts; References; Acknowledgements; Contents; About the Authors; Chapter 1: Introduction: Researching Innovative Perspectives in Professional Experience; Background; Aims; Positioning; Synopsis of Chapters; References; Part I: Partnership Arrangements and New Learning Spaces; Chapter 2: Exploring the Australian Teacher Education 'Partnership' Policy Landscape: Four Case Studies; Introduction; Connecting Partnership Policy: An Exploration Across Our Jurisdictions; Teacher Education and the Partnership Policy Reform Agenda: Policy as Text.
School-University Partnerships: Policy as Discourse Case: New South Wales; Case: Victoria; Case Study: Queensland; Case Study: Western Australia; Findings and Discussion; Conclusion; References; Chapter 3: Theorising the Third Space of Professional Experience Partnerships; Introduction; Critical Analysis of Third Space Theory; Bhabha's Third Space of Hybridity; Soja's Thirdspace and Thirding-as-Othering; Gutiérrez's Third Space of Dialogue; Exploring the Use of Third Space Theory in Teacher Education Research into Professional Experience Partnerships.
Third Space as Way of Framing New Professional Experience Models and Practices Third Space as a Way of Understanding the Complexity of Preservice Teacher Identity; Third Space as a Way of Understanding the Tensions in Teacher Educator Identity; Conclusion; References; Chapter 4: Exploring Cogenerativity in Initial Teacher Education School-University Partnerships Using the Methodology of Metalogue; Background; Metalogue Part One; Cogenerativity and the Literature; Linda; Debbie; Linda; Helen; Linda; Helen; Linda; Debbie; Helen; Linda; Helen; Debbie; Helen; Debbie; Helen.
Linda Metalogue Part Two; The Role of Cogenerativity in Initial Teacher Education Partnerships; Example 1: Linda; Example 2: Helen; Example 3: Debbie; Metalogue Part Three; Learnings and Insights About Cogenerativity in Initial Teacher Education Partnerships; Linda; Helen; Linda; Debbie; Linda and Helen; Linda; Debbie; Helen; Linda; Helen; Debbie; Linda; Recommendations and Implications for Future Research and Practice; References; Chapter 5: Boundary Objects and Brokers in Professional Experience: An Activity Theory Analysis; Introduction.
Theoretical Framework of the Project Professional Experience Initiative; Research Methodology; Findings; Teaching Methods as Boundary Objects; The University Mentor as Boundary Broker; Discussion; Conclusion; References; Part II: Guiding, Supporting and Mentoring; Chapter 6: Distinguishing Spaces of Mentoring: Mentoring as Praxis; Introduction; Mentoring as Support; From Support to Supervision; Transformative Teacher Education; Making Meaning in Inter-individual Territory; A Dialogic Space for Mentoring; Mentoring as Praxis; References.
School-University Partnerships: Policy as Discourse Case: New South Wales; Case: Victoria; Case Study: Queensland; Case Study: Western Australia; Findings and Discussion; Conclusion; References; Chapter 3: Theorising the Third Space of Professional Experience Partnerships; Introduction; Critical Analysis of Third Space Theory; Bhabha's Third Space of Hybridity; Soja's Thirdspace and Thirding-as-Othering; Gutiérrez's Third Space of Dialogue; Exploring the Use of Third Space Theory in Teacher Education Research into Professional Experience Partnerships.
Third Space as Way of Framing New Professional Experience Models and Practices Third Space as a Way of Understanding the Complexity of Preservice Teacher Identity; Third Space as a Way of Understanding the Tensions in Teacher Educator Identity; Conclusion; References; Chapter 4: Exploring Cogenerativity in Initial Teacher Education School-University Partnerships Using the Methodology of Metalogue; Background; Metalogue Part One; Cogenerativity and the Literature; Linda; Debbie; Linda; Helen; Linda; Helen; Linda; Debbie; Helen; Linda; Helen; Debbie; Helen; Debbie; Helen.
Linda Metalogue Part Two; The Role of Cogenerativity in Initial Teacher Education Partnerships; Example 1: Linda; Example 2: Helen; Example 3: Debbie; Metalogue Part Three; Learnings and Insights About Cogenerativity in Initial Teacher Education Partnerships; Linda; Helen; Linda; Debbie; Linda and Helen; Linda; Debbie; Helen; Linda; Helen; Debbie; Linda; Recommendations and Implications for Future Research and Practice; References; Chapter 5: Boundary Objects and Brokers in Professional Experience: An Activity Theory Analysis; Introduction.
Theoretical Framework of the Project Professional Experience Initiative; Research Methodology; Findings; Teaching Methods as Boundary Objects; The University Mentor as Boundary Broker; Discussion; Conclusion; References; Part II: Guiding, Supporting and Mentoring; Chapter 6: Distinguishing Spaces of Mentoring: Mentoring as Praxis; Introduction; Mentoring as Support; From Support to Supervision; Transformative Teacher Education; Making Meaning in Inter-individual Territory; A Dialogic Space for Mentoring; Mentoring as Praxis; References.