This article comprises a scoping review of partnerships as third spaces for professional practice (2010–2019). The purpose of this review is to provide a comprehensive overview of relevant research regarding the emergence of the concept “third space” in professional practice in teacher education. The review is underpinned by the five-stage framework of Arksey and O’Malley (2005). The results show that participants’ identities in the third space are in constant negotiation as a result of crossing boundaries and performing hybrid roles. The symmetrical interconnection of knowledge in the third space contributes to a fundamental shift in the focus on whose expertise counts in the education of future teachers.

本文对合伙企业作为专业实践的第三空间（2010-2019）进行了范围界定的回顾。这篇综述的目的是提供有关教师教育专业实践中“第三空间”概念的出现的相关研究的全面概述。这项审查由Arksey和O'Malley（2005）的五个阶段框架支持。结果表明，由于跨越边界和扮演混合角色，参与者在第三空间的身份正在不断协商中。第三空间中知识的对称相互联系，从根本上改变了其对未来教师教育的重视程度。