Three Museums and A Construction Site: A Collaborative Self-Study of Learning from Teaching in Community-Based Settings

References

• Adams, J. D., & Gupta, P. (2017). Informal science institutions and learning to teach: An examination of identity, agency, and affordances. Journal of Research in Science Teaching, 54, 121–138.
   Web of Science ®Google Scholar
• Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook for policy and practice (pp. 3–32). San Francisco: Jossey-Bass.
   Google Scholar
• Barchuk, Z., Harkins, M. J., & Hill, C. (2015). Promoting change in teacher education through interdisciplinary collaborative partnerships. In L. Thomas & M. Hirschkorn (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada (pp. 190–216). Ottawa, Canada: Canadian Association for Teacher Education.
   Google Scholar
• Baum, F. L. (1900). The wonderful wizard of Oz. Chicago, IL: George M. Hill Company.
   Google Scholar
• Brayko, K. (2013). Community-based placements as contexts for disciplinary learning: A study of literacy teacher education outside of school. Journal of Teacher Education, 64(1), 47–59.
   Web of Science ®Google Scholar
• Brears, L., MacIntyre, B., & O’Sullivan, G. (2011). Preparing teachers for the 21st century using problem based learning as an integrating strategy in science and technology education. Design and Technology Education, 16(1), 36–46. Retrieved from https://ojs.lboro.ac.uk/DATE.
   Google Scholar
• Catapano, S., & Huisman, S. (2010, Summer). Preparing teachers for urban schools: Evaluation of a community-based model. Perspectives on Urban Education, 7(1), 80–90. Retrieved from https://www.urbanedjournal.org/.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York, NY: Teachers College Press.
   Google Scholar
• Conant, J. B. (1963). The education of American teachers (2nd ed. ed.). New York, NY: McGraw Hill.
   Google Scholar
• Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson Education.
   Google Scholar
• Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561.
   Google Scholar
• Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
   Google Scholar
• Forgasz, R. (2017). Seeing teacher education differently through self-study of professional practice. Studying Teacher Education, 13(2), 216–224.
   Web of Science ®Google Scholar
• Forzani, F. M. (2014). Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65(4), 357–368.
   Web of Science ®Google Scholar
• Goodwin, A. L. (2009). Remaking our teacher education history through self-study. Studying Teacher Education, 5(2), 143–146.
   Google Scholar
• Hallman, H. L. (2012). Community-based field experiences in teacher education: Possibilities for a pedagogical third space. Teaching Education, 23(3), 241–263.
   Google Scholar
• Hallman, H. L., & Rodriguez, T. L. (2015). Fostering community-based field experiences in teacher education. In E. R. Hollins (Ed.), Rethinking field experiences in preservice teacher preparation: Meeting new challenges for accountability (pp. 99–116). New York, NY: Routledge.
   Google Scholar
• Hallman, H. L. (2019). Community-based field experiences in teacher education: Theory and method. In T. E. Hodges & A. C. Baum (Eds.), Handbook of research on field-based teacher education (pp. 348–366). Hershey, PA: IGI Global.
   Google Scholar
• Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco: Jossey-Bass.
   Google Scholar
• Harkins, M. J., & Barchuk, Z. (2015). Changing landscapes in teacher education: The influences of an alternative practicum on pre-service teachers’ concepts of teaching and learning in a global world. In L. Thomas & M. Hirschkorn (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada (pp. 283–314). Ottawa, Canada: Canadian Association for Teacher Education.
   Google Scholar
• Holder, K. C., & Downey, J. A. (2008, March). Incidental becomes visible: A comparison of school-and community-based field experience narratives. Paper presented at the meeting of the American Educational Research Association, New York, NY. Retrieved from https://eric.ed.gov/?id=ED500805.
   Google Scholar
• Jenset, I. S., Klette, K., & Hammerness, K. (2018). Grounding teacher education in practice around the world: An examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education, 69(2), 184–197.
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
   Google Scholar
• Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
   Google Scholar
• McDonald, M. A., Bowman, M., & Brayko, K. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115(4), 1–35.
   Web of Science ®Google Scholar
• McGregor, C., Sanford, K., & Hopper, T. (2010). <Alter>ing experiences in the field: Next practices. In T. Falkenberg & H. Smits (Eds.), Field experiences in the context of reform of Canadian teacher education programs (pp. 297–315). Winnipeg, Canada: Faculty of Education of the University of Manitoba.
   Google Scholar
• Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed. ed.). Los Angeles, CA: Sage.
   Google Scholar
• Mulholland, V., Nolan, K., & Salm, T. (2010). Disrupting perfect: Rethinking the role of field experiences. In T. Falkenberg & H. Smits (Eds.), Field experiences in the context of reform of Canadian teacher education programs (pp. 315–326). Winnipeg, Canada: Faculty of Education of the University of Manitoba.
   Google Scholar
• Newby, P. (2010). Research methods for education. Harlow, England: Pearson Education.
   Google Scholar
• Peercy, M. M., & Troyan, F. J. (2017). Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching and Teacher Education, 61, 26–36. doi: 10.1016/j.tate.2016.10.005
   Web of Science ®Google Scholar
• Richmond, G. (2017). The power of community partnership in the preparation of teachers. Journal of Teacher Education, 68(1), 6–8.
   Web of Science ®Google Scholar
• Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1(4), 209–229.
   Google Scholar
• Stake, R. (2006). Multiple case study analysis. New York, NY: Guilford Press.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Yin, R. K. (2009). Case study research: Designs and methods (Vol. 5). Los Angeles, CA: Sage.
   Google Scholar
• Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382.
   Web of Science ®Google Scholar
• Zeichner, K., Payne, K. A., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122–135.
   Web of Science ®Google Scholar