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This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students’ engagement, and directions for further research to advance the praxis of action research across teacher education contexts.


This article was originally published in Educational Action Research, available at



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