Empowering professional identity and positive outcomes through Third Space collaboration: A subject lecturer and EAP practitioner case study
DOI:
https://doi.org/10.47408/jldhe.vi33.1196Keywords:
case study research, team teaching, third space, pedagogyAbstract
English for Academic Purposes (EAP) staff frequently find themselves sidelined in higher education (HE), where they can be perceived as operating on the edge of academia, or even outside of it. Proactively claiming a role in the third space (Whitchurch, 2008) potentially supports recognition of their professional identity, value, and contribution. This case study reflects on a collaboration between a Lecturer with a professional services background, and an EAP Practitioner, incorporating perspectives from both staff members. The collaboration took place at all three levels identified by Dudley-Evans and St John (1998) for this type of shared work: cooperation, collaboration, and then team teaching. The third level of team teaching was achieved through a co-delivered assessment workshop. This was designed to allow the EAP Practitioner’s expertise to scaffold the students towards asking clear questions of the Lecturer, in a safe space, supporting understanding and assessment performance, while minimising concerns about inappropriate challenge or loss of face. Both staff members benefitted from this third space collaboration, building professional confidence, with the EAP Practitioner feeling empowered in their expertise and practice, which can be challenging for third-space professionals with previous negative experiences of attempted collaboration. The student outcomes appeared positive, and this collaboration led to other activities that further cemented the collaborative working relationship and demonstrated the value of activity within the third space.
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