The present article discusses the importance of community-based field experiences as a feature of
teacher education programs. Through a qualitative case study, prospective teachers’ work with
homeless youth in an after-school initiative is presented. 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.
This is the author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10476210.2011.641528
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