Over the past decade, an increasing number of scholars have advocated for a greater emphasis on community-based experiences in the preparation of teachers. The nature of the most salient experiences, their impact on the beliefs and practices of teacher candidates, and the mechanisms for their meaningful integration into teacher preparation programs are still hotly debated topics and have not been sufficiently examined. In this forum, the editors of the Journal of Teacher Education bring together a group of scholars and community partners whose work has contributed to our growing understanding of the ways in which work with youth in nonschool settings can provide powerful learning experiences for teacher candidates and can contribute [more]

Over the past decade, an increasing number of scholars have advocated for a greater emphasis on community-based experiences in the preparation of teachers. The nature of the most salient experiences, their impact on the beliefs and practices of teacher candidates, and the mechanisms for their meaningful integration into teacher preparation programs are still hotly debated topics and have not been sufficiently examined. In this forum, the editors of the Journal of Teacher Education bring together a group of scholars and community partners whose work has contributed to our growing understanding of the ways in which work with youth in nonschool settings can provide powerful learning experiences for teacher candidates and can contribute to effective teaching practices across educational contexts. Moderators are JTE Co-Editors Gail Richmond and Dorinda Carter Andrews of Michigan State University. Panelists are Robert Lee, Illinois State University; Eva Zygmunt and Kristin Cipollone, Ball State University; and Kenneth Zeichner, University of Washington. [less]