Learning how to teach in a hybrid space, such as a museum, opens up possibilities for preservice teachers to expand their definitions of literacy and experience teaching and learning with adolescents in new ways. This two‐year study reports findings from a university‐museum partnership in which preservice teachers (N = 81) worked with sixth‐grade students each week in a museum setting. Findings suggest that being in this hybrid space provided opportunities for preservice teachers to expand their definitions of literacy and text as well as extend and enhance sixth‐graders' curricular connections. Teaching in a hybrid space also provided new opportunities to think about adolescents as learners, including the repositioning of secondary students as teachers. Finally, this study’s findings demonstrate the importance of learning how to connect and use hybrid spaces to support adolescents’ learning and literacy development.

中文翻译：

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混合空间：青少年素养与博物馆学习

学习如何在诸如博物馆这样的混合空间中教书，使职前教师有可能扩展其识字的定义，并以新的方式体验与青少年的教与学。这项为期两年的研究报告了大学-博物馆合作伙伴关系的发现，根据该合作伙伴关系，在博物馆中，职前教师（N = 81）每周与六年级学生一起工作。研究结果表明，在这样一个混合空间中，职前教师有机会扩展其对读写能力和课文的定义，并扩展和增强六年级学生的课程联系。在混合空间中进行教学也为将青少年视为学习者提供了新的机会，包括将中学生重新定位为教师。最后，