Source: Teaching Education, Volume 23, Issue 3, 2012, pages 241-263
This article discusses the importance of community-based field experiences as a feature of teacher education programs.
The author uses a qualitative case study to present prospective teachers’ work with homeless youth in an after-school initiative.
Framing community-based field experiences in teacher education through “third space” theory, the article discusses the value that such experiences have for prospective teachers’ learning.
The goals of the article align with the commitment to preparing a future teaching force for the diverse educational settings that they will encounter in the twenty-first century.