Much has been written about the importance of reflective practice. What is missing is reflective work on the part of teacher educators to address the mismatch between university-based methods courses and the realities of classroom life. With examples from a third grade mathematics classroom as well as a university-based mathematics methods course, this article explores ways educators can employ third space theory as a way to engage in purposeful reflection into their teaching practices.
This is an Accepted Manuscript of an article published by Taylor & Francis in The Educational Forum on 06-16-2014, available online: http://wwww.tandfonline.com/10.1080/00131725.2014.912711.
Available at: http://works.bepress.com/ryan_flessner/3/