This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their choices about which teaching practices they enact in the after-school literacy club field placement? and (3) In what ways does this field placement afford and constrain PSTs’ appropriation of these practices and theories? Findings consider three ways that the field experience afforded—and at times also constrained—the opportunities made available for PSTs to enact teaching practices and pedagogical theories related to their learning in coursework including learning from and with fellow PSTs, developing ownership over curriculum, and making connections to university coursework.

本文考察了在新设计的课后扫盲俱乐部现场安置中实施的教学实践和教学理论职前教师 (PST)。我们利用社会文化和活动理论来分析定性研究中收集的数据，该研究检查了以下研究问题：(1) PST 在课后扫盲俱乐部实地安置中制定了哪些教学实践？(2) 什么样的教学理论指导他们选择在课后扫盲俱乐部实地安置中实施哪些教学实践？以及 (3) 这种实地安置以何种方式提供和限制 PST 对这些实践和理论的挪用？调查结果考虑了实地经验提供的三种方式——有时也限制了 PST 有机会制定与他们在课程作业中学习相关的教学实践和教学理论，包括向其他 PST 学习和与其他 PST 学习、发展对课程的所有权以及使与大学课程的联系。