Professional Learning in Hybrid Spaces

Abstract

To support teacher professional learning and bridge the theory-practice divide, university-school partnership has been included as one of the key elements in teacher education. Such partnerships provide opportunities to create hybrid spaces where teacher educators, administrators, pre-service teachers, in-service teachers, families, and communities share learning and development opportunities through ongoing reflections, adaptations, and inquiries. In this chapter, the authors describe the theoretical foundation and specific practices in a university-school-community partnership preparing teachers for multilingual learners. Professional learning opportunities in the hybrid spaces are detailed, and boundary-crossing engagement is discussed. Based on the partnership experiences, the authors also discussed the transformative potential of partnerships in teacher preparation to promote the development of asset-based multilingual and multicultural learning among educators, students, and communities.