Immersive, collaborative and active: a conversation on developing reflective practitioners, teacher educators and a third space

Purpose This article presents the evolution of the third space created through the offering of a preservice education course embedded at a high school within the university’s Professional Development Schools Network. Design/methodology/approach Documented as in the form of a dialogue, this article captures the perspectives of the professor of the preservice course, the instructional coach at the partner school, an administrator at the partner school and a former student in the course. Findings Engaging in the dialogue positioned us to think about the importance of collaboration and trust among stakeholders when embedding a preservice education course at a partner school. Additionally, the embedded course fostered the growth of preservice teachers and practitioners as reflective educators through immersing the course into the culture of the partner school. Originality/value By documenting the sense of ownership the high school faculty and staff have over preservice teacher education, this article emphasizes the value of long-term collaborative relationships between stakeholders and captures the impact an embedded course can have on teacher and preservice teacher professional development.