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It examines how teacher education can contribute to a more just public school by reframing the epistemology of teachers’ work. 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(2019). Teacher Education, Teachers’ Work, and Justice in Education: Third Space and Mediation Epistemology. Australian Journal of Teacher Education, 44 (3).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss3/5](https://ro.ecu.edu.au/ajte/vol44/iss3/5)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss3/5](https://ro.ecu.edu.au/ajte/vol44/iss3/5)  \nAustralian Journal of Teacher Education  \nTeacher Education, Teachers’ Work, and Justice in Education: Third Space and Mediation Epistemology  \nFátima Pereira  \nCentre for Research and Intervention in Education-CIIE Faculty of Psychology and Educational Sciences of Porto University  \nPortugal  \nAbstract: A theoretical essay, based on the results of research  \nprojects on teacher education, teachers’ work, and justice in  \neducation developed by the author, is presented. It reflects on teacher  \neducation and the epistemology of teachers’ work, and proposes a  \nmediational and a narrative perspective towards a third space in  \nTeacher education. An alternative mediation epistemological  \napproach to justice in education and the epistemology of teachers’  \nwork is presented, aiming towards an understanding of the ways in  \nwhich teachers’ education has the possibility of making a difference  \nin the construction of a more just public school.  \nIntroduction  \nThe essay builds on the assumption that we are living in a time of crisis in modern institutions, with a particular focus on public school education and the institutions that are involved with it (see Dubet, 2002) . The crisis in modern institutions is referred to by Dubet (2002) as a loss of social legitimacy of the conventions and the corresponding rules about the social relation that supports the socialisation work of those institutions. This crisis has several impacts on school education, teachers’ work and teacher education, which will be discussed in this essay. The discussion will be based on the research conducted by the author, in the last decade, on teacher education, teachers’ work, and justice in education in Portugal1 (see Pereira, 2009, 2011, 2013a, 2013b, 2015, 2016; Pereira, Lopes, & Marta, 2015; Pereira et al., 2016). The field of teacher education is deeply complex, multi-referential, and kaleidoscopic, and has played a key role in the production processes of the teaching profession, professional socialisation, and the construction of public education (Nóvoa, 1995) . In Portugal, teacher education has faced difficulties in contributing to the constitution of the professional attitudes of teachers that would facilitate the establishment of a democratic public school system, as well as educational activity that is sensitive to heterogeneity and difference (see Pereira, 2013a) . The teacher is at the core of an “ethical circle”2 of great complexity and interactivity, which requires the mastery of various skills (such as discursive and relational competence), the mastery of various types of professional knowledge (i.e., scientific, educational, and experiential), and a critical awareness of the factors of injustice in school and in the social world. Therefore, teacher education is currently facing great challenges in contributing to the construction of professional identities and to the production of the teaching profession, in the context of a more democratic and fair school. However, given the complexity of the concept  \n1 Information on the research projects can be consulted at [http://www.fpce.up.pt/ciie/](http://www.fpce.up.pt/ciie/) .  \n2 “","cbCaipvvDHiWa8pW","https://ap.wps.com/l/cbCaipvvDHiWa8pW","pdf",400745,17,"English","# Introduction\n## The socio-educational context: late modernity and crisis in public education and teachers’ work","[{\"question\":\"What is the central contribution of the essay?\",\"answer\":\"The essay proposes a mediational and narrative perspective that configures a “third space” in teacher education to support justice in public schooling.\"},{\"question\":\"What research areas does the essay build on?\",\"answer\":\"It is based on the author’s research projects on teacher education, teachers’ work, and justice in education developed over the last decade.\"},{\"question\":\"How does the essay link teacher education to social justice?\",\"answer\":\"It argues that teacher education can make a difference in constructing a more just public school by rehabilitating a critical epistemology of teaching work and addressing inequities.\"}]","Teacher Education, Teachers’ Work, and Justice in Education: Third Space and Mediation Epistemology - Article 5 | PDF",1792078032,43]