Enhancing School-University Collaborations: The Multifaceted Role of Teacher Educators in Pre-Service Teacher Practicum

Abstract

The purpose of this study was to investigate the role performed by teacher educators in a third space when pre-service teachers are placed for teaching practicum. It is imperative that a study on the current roles performed by teachers in a South African context be investigated. This contention emanates from the critiques which lack coherence in strengthening the connection between theory and practice during pre-service teachers teaching practice. Two domains of knowledge, knowledge-for-practice and knowledge-in-practice are conceptualised to understand the role performed by teacher educators in the third space. This qualitative research used case study methodology to gather data through face-to-face interviews that were semi-structured. An inductive thematic analysis was employed to analyse the data obtained from teacher educators, mentor teachers, and pre-service teachers. This study has found that teacher educators perform multifaceted roles in the third space when pre-service teachers undertake teaching practicum in schools. The ramification of multifaceted roles performed by teacher educators are discussed and the recommendations on how teacher educators ought to operate in professional development schools are provided.