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Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space
dc.contributor.author | Hallman, Heidi L. | |
dc.date.accessioned | 2013-08-12T21:36:07Z | |
dc.date.available | 2013-08-12T21:36:07Z | |
dc.date.issued | 2012 | |
dc.identifier.citation | Hallman, Heidi L. (2012) Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space. Teaching Education, 23 (3), 241-263. | |
dc.identifier.uri | http://hdl.handle.net/1808/11657 | |
dc.description | This is the author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10476210.2011.641528 | |
dc.description.abstract | 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. | |
dc.language.iso | en_US | |
dc.publisher | Taylor & Francis | |
dc.title | Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space | |
dc.type | Article | |
kusw.kuauthor | Hallman, Heidi L. | |
kusw.kudepartment | Curriculum and Teaching | |
kusw.oastatus | fullparticipation | |
dc.identifier.doi | 10.1080/10476210.2011.641528 | |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | |
kusw.oapolicy | This item meets KU Open Access policy criteria. | |
dc.rights.accessrights | openAccess |