Bridging the Third Space in Teacher Education

This chapter examines the transformative shift in clinical teacher preparation necessitated by the COVID-19 pandemic, focusing on the evolution of the Islander Residency at Texas A&M University — Corpus Christi. Moving beyond traditional models, the authors explore how a "third space" framework, where university and K-12 systems intersect, fosters resilience, equity, and shared expertise within a Hispanic-Serving Institution's context. The text details the transition to a full-year, apprenticeship-based residency grounded in developmental frameworks that prioritize continuous growth and collaborative inquiry. Key components discussed include the role of “boundary spanners” who bridge institutional silos, the implementation of shared governance structures, and the use of data-driven coaching routines like the POP Cycle. By analyzing the program's growth from a pilot to a scaled partnership, the authors illustrate how mutually beneficial collaboration supports the professional growth of both teacher candidates and mentor teachers.