Third Space

Potenziale und Grenzen eines Konzepts im Kontext der Lehrpersonenbildung

Abstract

Cooperation stands in the foreground of educational policies regarding teacher education and the aspect of diversity. Cooperative approaches which aim to initiate processes of professionalization, lesson and school development as well as synergy effects in work processes also serve as the starting point for new reflections on the interinstitutional collaboration between students and teachers and for rethinking the binary of theory and praxis. But with regard to cooperation between university and schools, it can be stated that there are neither many pertinent theoretical conceptualizations nor doexist many operationalizable and transferable formats which take into account not only the theory-praxis-problem but also objectives and processes of cooperation. The concept of the Third Space by cultural theorist Homi K. Bhabha has been quite intensively discussed by some scholars in the context of cooperation, teacher education and professionalization. Against the background of a cooperative project for students and teachers, the present article deals with the reception and theoretical adaptations of the Third Space and reveals incongruences and chances.