ABSTRACT This collaborative self-study centers on the experiences of four teacher educators facilitating preservice teacher learning in four separate community-based settings. Specifically, we examined the ways these community-based field experiences enhanced and challenged our work as teacher educators. We identified enhancements related to the settings, augmentation of preservice teacher learning, and collaboration with professionals in the field. The challenges we identified related to logistics working in community-based settings, including location, coordination with community professionals, and teaching in community-based settings. Findings across these settings and our four institutions compel us to advocate for teacher education programs to purposefully include community-based experiences as part of the preservice teachers’ field experiences. Doing so can support and augment teacher educators’ abilities to learn from teaching as well as challenge and extend preservice teachers’ learning.

中文翻译：

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三个博物馆和一个建筑工地：基于社区的教学中学习的协作式自学

摘要这项协作式自学集中于四位教师教育者的经验，以促进在四个单独的基于社区的环境中进行职前教师学习。具体来说，我们研究了这些基于社区的现场体验如何增强和挑战我们作为教师教育者的工作。我们确定了与设置有关的增强功能，职前教师学习的增强以及与该领域专业人士的协作。我们确定的挑战与在社区环境中的后勤工作有关，包括位置，与社区专业人员的协调以及在社区环境中的教学。这些环境和我们四个机构的发现迫使我们提倡教师教育计划，以有目的地将基于社区的经验作为岗前教师实地经验的一部分。这样做可以支持和增强教师教育者从教学中学习的能力，也可以挑战和扩展职前教师的学习。