The Use of the Hybridity Theory and the Third Space Concept to Develop a Teaching Identities Enhancement Program for Student Teachers

Chuleeporn Phompun, Sumlee Thongthew, Kenneth M. Zeichner


Due to the absence of a linkage between the university and school components of programs, student teachers normally imitate ideas and teaching styles from either their professors or cooperating teachers. Selfdevelopment of student teachers in their teaching career is an ability to develop new teaching styles in the third space concept by analyzing all of knowledge that they gained and applying it to a class. Teaching identities can be created from knowledge gained from university professors and from cooperating teachers in school. Therefore, it is very important to develop a program which can enhance teaching identities of student teachers. The purpose of this research was to develop a teaching practicum program for elementary education pre-service teachers based on hybridity theory and the third space concept. There were 10 student teachers majoring in elementary education in Chulalongkorn University, Bangkok, Thailand, participating in this experiment. The sample group was selected using purposive sampling. Professors and cooperating teachers also participated in the training program developed based on the third space concept. Data were collected through participant observation and evaluated by the researcher, professors, and cooperating teachers. It is found that student teachers participated in this program created their teaching identities after all. In addition, the hybridity theory and the third space concept should be adapted to teacher education programs.

Key Words: The Hybridity Theory; The Third Space Concept; The Teaching Identities

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