Viviana Daza

• Wiese, Eline; Hatlevik, Ida Katrine Riksaasen & Daza, Viviana (2024). How can universities ensure quality of practice in initial teacher education? Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 139. doi: 10.1016/j.tate.2023.104462. Fulltekst i vitenarkiv Vis sammendrag

  This article presents a state-of-the-art review of the literature published between 2010 and 2022 on the necessary preconditions for and features of quality learning and mentoring in schools in university-based initial teacher education (ITE). The article argues that ITE institutions should take a leading role in ensuring quality by providing criteria and assessments that promote transferability and meaningful connections, explicit and comprehensive guidelines for mentors, mentoring courses, tools and structures for mentoring, and on-campus courses that ensure coherence and progression in learning. Furthermore, ITE institutions should forge partnerships with schools and develop and perform research on teaching practice in ITE.

• Daza , Viviana (2022). Inside looking out: a third space perspective on pre-service teachers' practice experiences. I Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. s. 393–404. doi: 10.1016/B978-0-12-818630-5.04116-6. Vis sammendrag

  Pre-service teachers’(PSTs) central position in practice provides an “inside looking out” perspective that expands the more theoretical “third space” concept, which is increasingly used to describe less hierarchical partnerships in Teacher Education (TE). The empirical case presented here highlights PSTs’ views on their practice experiences to illuminate the inner dynamics of these partnerships. PSTs’ voices are essential to achieving a pragmatic understanding of how the third space works and how their perspectives contribute to forming an “inside looking out” narrative of the dynamics of becoming a teacher.

• Daza Ramos, Leidy Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas (2021). Partnerships as third spaces for professional practice in initial teacher education: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 102. doi: 10.1016/j.tate.2021.103338. Fulltekst i vitenarkiv

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• Daza , Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas (2023). Forskningsnotat: Partnerskap som et tredje rom for profesjonsutvikling i lærerutdanningen.
• Daza , Viviana (2022). What do pre-service teachers' voices tell us? An exploration of practice experiences in a teacher education program.
• Daza , Viviana (2022). Third space partnerships: Affordances, Challenges and Digital Possibilities. .
• Daza , Viviana (2022). Partnerships in the Third Space. What Can We Learn from the Conceptualization of a Vague Concept in Teacher Education?
• Daza , Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas (2022). Partnerships in the Third Space. What can we learn from the conceptualization of a vague concept in teacher education?
• Daza , Viviana (2021). A scoping review of the third space in partnerships for professional practice.
• Daza , Viviana (2021). Exploring pre-service teachers’ perceptions of professional practice in partnerships.
• Daza , Viviana (2021). Conference paper: Quality from participants' perspectives: the experiences and beliefs of pre-service teachers regarding professional practice .
• Daza Ramos, Leidy Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas (2019). Conference paper: The Conceptualization of the Third Space in Pre-Service Teachers' Professional Practice.
• Daza , Viviana (2024). Emerging Third Spaces in Teacher Education. Examining collaboration among pre-service teachers and school- and univerversity-based teacher educators. University of Oslo. Vis sammendrag

  This thesis explores how collaboration between pre-service teachers and teacher educators in schools and universities can enhance practice quality in teacher education (TE). It investigates interactions and the potential emergence of a third space (Bhabha, 1994) that can reshape school-university collaboration by integrating academic and practitioner knowledge (Zeichner, 2010). Addressing a literature gap, the study examines ways to enhance democratic collaboration in TE and provide authentic practice experiences for pre-service teachers. The main goal is to investigate practice and enrich it by focusing on how pre-service teachers and teacher educators view collaboration and interaction. The thesis draws on the practical components of two TE programs at the University of Oslo: a master of education and a teacher certification program. The site encompasses diverse practice experiences across partner schools and involves interviews with 34 pre-service teachers, along with 5 teacher educators from schools and 5 from the university. 98 preservice teachers participated in surveys. Data includes findings from a scoping review, indepth interviews, and video-stimulated recall interviews. The overarching methodological approach aligns with principles of case study and thematic analysis (Braun & Clarke, 2006). This study includes three articles. Article I traced the conceptualization of the third space within TE and revealed its significance for partnership models, educational policies, and empirical practices. The third space highlights the value of collaboration and negotiation of identities and epistemologies. Yet, challenges regarding tensions and sustainability highlighted the need to address power imbalances and promote equal collaboration. Findings also noted a rising interest in exploring the third space in digital contexts. Article II explored pre-service teachers’ perceptions of their practice experiences and learning to provide insight into how the third space operates from the PSTs’ viewpoint. Incorporating the third space nuanced participation and negotiation of meaning within communities of practice (Wenger, 1998). The main finding emphasized the emergent nature of the third space as PSTs actively engage in participation and meaning negotiation with various actors, fostering epistemic negotiations, relational factors, and identity development. The need for equal participation and meaningful negotiation to overcome related challenges was stressed. Article III investigated a digital practice assessment (DPA) involving collaborative triads of pre-service teachers and teacher educators (from school and university). The findings suggested that utilizing video-based assessments allows for improved preparation, fostering interactions, and merging academic and practitioner knowledge. However, challenges of limited context and role ambiguity hinder the third space’s emergence. The study underscored the role of digital tools in shaping interactions and perceptions of affordances with the third space emerging during specific moments of active articulation of opportunities for formative assessment where all triad members participated equally. In sum, this thesis demonstrates the potential to integrate academic and practitioner knowledge to support pre-service teachers’ learning within a democratic environment conductive to the emergence of a third space. However, it also draws attention to the continuous negotiation of tensions for sustained and authentic collaboration in TE.

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