Studying anti-bias education practices: ECE teacher educators working in the third space of a community of practice

This exploratory study examines the learning possibilities within the third space of a community of practice (CoP). Early childhood education (ECE) teacher educators with diverse identities teaching in varied institutional contexts came together with a common interest in discussing and improving their Anti-Bias Education (ABE) practice. As group members began interacting regularly, critical incidents from their practice were shared and analyzed as the joint CoP work. This paper draws on data collected from three critical incident (CI) discussions in the CoP. Employing qualitative methodology, the authors applied third space theory to examine what was learned within collaborative discussions around critical incidents related to ABE practice. This led to three themes within the third space of the ABE CoP: generative tension, thinking and knowing together, and pedagogical possibilities. Implications for ECE teacher educators desiring to improve or integrate ABE practices are explored.