- requires novel approaches to forging collaborations and essentially, good communication and mutual effort (Lynch 2015)
- coping with discomfort from ambiguous roles
- acceptance that not all partnerships can work
- equal status and mutual respect
- teachers’ roles recognised as pivotal in the generation of knowledge (Cochran-Smith and Lytle 2009). Multiple possible ways of working.
Lynch, T. (2015) Teacher education physical education: in search of a hybrid space, Cogent Education, 2: 1027085, http://dx.doi.org/10.1080/2331186X.2015.1027085
Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R. & Collazo, T. (2004) Working toward third space in content area literacy: an examination of everyday funds of knowledge and Discourse, Reading Research Quarterly, 39:1, 38-70.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as Stance: Practitioner Research for the Next Generation. New York: Teachers College Press
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