Transforming teacher education for English - contradictions in the activity system hindering a third-space partnership

Abstract

This paper addresses the theory–practice divide in the Norwegian teacher education programme for years 5–10. We examine to what extent crossing boundaries between the academic knowledge gained in the university and in the practice field can be achieved in the teacher education for English. This boundary crossing is conceptualised as establishing a ‘third space’ where theory and practice are integrated. The study uses the second generation of cultural historical activity theory (CHAT), and through a developmental work research (DWR) approach it offers a critical view on the activity system of our current teacher education (TEd) for English for years 5–10. A qualitative document analysis of the national and local documents governing the English courses is carried out. The intention is to illuminate to what extent the documents prescribe, or encourage, that English academic course work is adequately grounded in student teachers’ school practice placement. Tensions are identified at two levels in the current activity system: within the rules factor, i.e., between the national documents and the local plans, as well as between the various local course plans. A lack of coherence is also discovered between the rules and the tools factors in the activity system. This implies that a desired theory-practice integration in the form of a third space is challenging. A close connection between theory and practice, which is important for establishing the desired consistency and coherence in TEd programmes for English, is lacking. Unless the tensions and contradictions uncovered in our investigation are resolved, it seems unrealistic to expect that a third space connecting theory and practice in TEd for English can be formally established.