This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise. It is argued that this new epistemology for teacher education will create expanded learning opportunities for prospective teachers that will better prepare them to be successful in enacting complex teaching practices.
Ball, D., & Cohen, D. ( 1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 3-32). San Francisco : Jossey-Bass.
2.
Ball, D., & Forzani, F. ( 2009). The work of teaching and the challenge for teacher education . Journal of Teacher Education, 60(5), 497-511.
3.
Barab, S.A., & Duffy, T. ( 2000). From practice fields to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp. 25-56). New York: Routledge.
4.
Berliner, D. ( 1985). Laboratory settings and the study of teacher education . Journal of Teacher Education, 36, 2-8.
5.
Berry, B., Montgomery, D., Curtis, R., Hernandez, M., Wurtzel, J., & Snyder, J. ( 2008). Creating and sustaining urban teacher residencies. Hillsborough, NC: Center for Teaching Quality and the Aspen Institute.
6.
Berry, B., Montgomery, D., & Snyder, J. ( 2008). Urban teacher residency models and institutes of higher education: Implications for teacher preparation. Washington, DC: NCATE.
7.
Beynon, J., Grout, J., & Wideen, M. ( 2004). From teacher to teacher educator. Vancouver, CA: Pacific Education Press.
8.
Bhabba, H. ( 1990). The third space. In J. Rutherford (Ed.), Identity, community, culture and difference (pp. 207-221). London: Lawrence and Wishart.
9.
Boyle-Baise, M., & McIntyre, D.J. (2008). What kind of experience? Preparing teachers in PDS or community settings. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education (3rd ed., pp. 307-330). New York: Routledge.
10.
Bullough, R., Burrell, J., Young, J., Clark, D., Erickson, L., Earle, R., et al. (1999). Paradise unrealized: Teacher education and the costs and benefits of school-university partnerships. Journal of Teacher Education, 50, 381-390.
11.
Bullough, R.V., Draper, M.J., Smith, L., & Burrell, J. ( 2004). Moving beyond collusion: Clinical faculty and university/public school partnership. Teaching and Teacher Education, 20, 505-521.
12.
Bullough, R., Hobbs, S., Kauchak, D., Crow, N., & Stokes, D. ( 1997). Long-term PDS development in research universities and the clinicalization of teacher education. Journal of Teacher Education, 48, 85-93.
13.
Campbell, S.S. ( 2008, March). Mediated field experiences in learning progressive teaching: A design experiment in teacher education. Paper presented at the annual meeting of the American Educational Research Association, New York City.
14.
Carroll, D. ( 2007). Helping teachers become teacher educators. In D. Carroll, H. Featherstone , J. Featherstone, S. Feiman-Nemser, & D. Roosevelt (Eds.), Transforming teacher education: Reflections from the field (pp. 181-202). Cambridge, MA: Harvard Education Press.
15.
Clifford, G.J., & Guthrie, J.W. ( 1988). Ed school: A brief for professional education. Chicago: University of Chicago Press.
16.
Clift, R., & Brady, P. ( 2005). Research on methods courses and field experiences. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 309-424). New York: Routledge.
17.
Cochran-Smith, M., & Lytle, S. ( 1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-306.
18.
Cochran-Smith, M., & Lytle, S. ( 2009). Inquiry as a stance: Practitioner research in the next generation. New York: Teachers College Press.
19.
Cochran-Smith, M., & Zeichner, K. (Eds.). (2005). Studying teacher education. New York: Routledge.
20.
Cohn, M. ( 1981). A new supervision model for linking theory to practice . Journal of Teacher Education, 32(3), 26-30.
21.
Cornbleth, C., & Ellsworth, J. ( 1994). Teachers in teacher education: Clinical faculty roles and relationships. American Educational Research Journal, 31, 49-70.
22.
Cuban, L. ( 1969). The teacher and community. Harvard Educational Review, 39, 253-272.
23.
Darling-Hammond, L. ( 2006). Powerful teacher education. San Francisco : Jossey-Bass.
24.
Darling-Hammond, L. ( 2009, February). Teacher education and the American future. Charles W. Hunt Lecture. Presented at the annual meeting of the American Association of Colleges for Teacher Education, Chicago.
25.
Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. ( 2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 390-441). San Francisco: Jossey Bass.
26.
Dewey, J. ( 1965). The relation of theory to practice in education. In M. Borrowman (Ed.), Teacher education in America: A documentary history (pp. 140-171). New York: Teachers College Press. (Original work published in 1904 )
27.
Featherstone, J. ( 2007). Values and the big university education school. In D. Carroll, H. Featherstone, J. Featherstone, S. Feiman-Nemser, & D. Roosevelt (Eds.), Transforming teacher education: Reflections from the field (pp. 203-220). Cambridge, MA: Harvard Education Press.
28.
Feiman-Nemser, S., & Beasley, K. ( 2007). Discovering and sharing knowledge: Inventing a new role for cooperating teachers. In D. Carroll, H. Featherstone, J. Featherstone , S. Feiman-Nemser, & D. Roosevelt (Eds.), Transforming teacher education: Reflections from the field (pp. 139-160). Cambridge, MA: Harvard Education Press.
29.
Feiman-Nemser, S., & Buchmann, M. ( 1985). Pitfalls of experience in teacher education. Teachers College Record, 87, 49-65.
30.
Flessner, R. ( 2008). Living in multiple worlds: Utilizing third space theory to re-envision pedagogy in the field of teacher education. Unpublished doctoral dissertation, University of Wisconsin-Madison.
31.
Floden, R. ( 2005). Research on the effects of coursework in the arts and sciences and in the foundations of education. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 261-308). New York: Routledge.
32.
Flowers, J.G., Patterson, A., Stratemeyer, F., & Lindsey, M. ( 1948). School and community laboratory experiences in teacher education. Oneata, NY: American Association ofTeachers Colleges.
33.
Fraser, J.W. ( 2007). Preparing America’s teachers: A history. New York: Teachers College Press.
34.
Gallas, K. ( 2004) Look, Karen, I’m running like jello: Imagination as a question, a topic, a tool for literacy research and learning. In C. Ballanger (Ed.), Regarding children’s words: Teacher research on language and literacy (pp. 119-148). New York: Teachers College Press.
35.
Goldstone, L. ( 2003). The mother tongue: The role of parent-teacher communication in helping students reach new standards. In F. E. Meyers & F. Rust (Eds.), Taking action with teacher research (pp. 63-78). Portsmouth, NH : Heinemann.
36.
Goodlad, J. ( 1990). Teachers for our nation’s schools. San Francisco: Jossey Bass.
37.
Goodlad, J. ( 1994). Educational renewal: Better teachers, better schools . San Francisco: Jossey-Bass.
38.
Goodlad, J. ( 2004). The National Network for Educational renewal. Phi Delta Kappan, 75(8), 32-38.
39.
Gorodetsky, M., & Barak, J. ( 2008). The educational-cultural edge: A participative learning environment for co-emergence of personal and institutional growth. Teaching and Teacher Education, 24, 1907-1918.
40.
Gorodetsky, M., Barak, J., & Hadari, H. ( 2007). A cultural-ecological edge: A model for a collaborative community of practice. In M. Zellermayer & E. Munthe (Eds.), Teachers learning in communities: International perspectives (pp. 99-112). Rotterdam: Sense Publishers.
41.
Griffin, G. ( 1983). Clinical preservice teacher education: Final report. Austin, TXResearch and Development Center for Teacher Education, University of Texas-Austin.
42.
Grossman, P. ( 2005). Pedagogical approaches in teacher education. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 425-476). New York: Routledge.
43.
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9). Retrieved July 1, 2009, from http://www.tcrecord.org/Content.asp?ContentID=15018
44.
Grossman, P., & Loeb, S. (2008). (Eds.). Taking stock: An examination of alternative certification. Cambridge, MA: Harvard Education Press.
45.
Gutiérrez, K. ( 2008). Developing sociocultural literacy in the third space . Reading Research Quarterly, 43, 148-164.
46.
Hammerness, K., Darling-Hammond, L., & Bransford, J. ( 2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389). San Francisco: Jossey-Bass.
47.
Hanson, D. ( 2008). Crossing the bridges of culture, color and language. In C. Caro-Bruce, M. Klehr, & K. Zeichner (Eds.), Using action research to create equitable classrooms (pp. 254-276). Thousand Oaks, CA: Corwin Press.
48.
Hartocollis, A. ( 2005, July 31). Who needs education schools?The New York Times, pp. 24-28.
49.
Holland, R.G. ( 2004). To build a better teacher: The emergence of a competitive education industry. Westport, CT: Praeger.
50.
Howey, K., & Zimpher, N. (2006). (Eds.). Boundary spanners. Washington, DC: American Association of State Colleges and Universities.
51.
Johnson, D., Johnson, B., Farenga, S., & Ness, D. ( 2005). Trivializing teacher education: The accreditation squeeze . Lanham, MD: Rowman & Littlefield .
52.
Koerner, M.E., & Abdul-Tawwab, N. (2006). Using community as a resource for teacher education: A case study. Equity and Excellence in Education, 39(1), 37-46.
53.
Kornfeld, J., Grady, K., Marker, P., & Ruddell, M. ( 2007). Caught in the current: A self-study of state-mandated compliance in a teacher education program. Teachers College Record, 109, 1902-1930.
54.
Korthagen, F., & Kessels, J. ( 1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(3), 4-17.
55.
Labaree, D. ( 2004). The trouble with ed schools. New Haven, CT: Yale University Press.
56.
Ladson-Billings, G. ( 2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass.
57.
Lampert, M., & Ball, M. ( 1998). Mathematics teaching and multimedia: Investigations of real practice. New York: Teachers College Press.
58.
Lyall, K., & Sell, K. ( 2006). The true genius of America at risk: Are we losing our public universities to de facto privatization?Westport, CT: Praeger.
59.
Mahan, J. ( 1982). Native Americans as teacher trainers: Anatomy and outcomes of a cultural immersion project. Journal of Equity and Leadership , 2, 100-109.
60.
Margolis, J. ( 2007). Improving relationships between mentor teachers and student teachers: Engaging in a pedagogy of explicit-ness. The New Educator, 3, 75-94.
61.
Metcalf, K., & Kahlich, P. ( 1996). Laboratory experiences ad transition from campus to field . In D. J. McIntyre & D. M. Byrd (Eds.), Preparing tomorrow’s teachers: The field experience (pp. 97-114). Thousand Oaks, CA: Corwin Press.
62.
Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. ( 2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
63.
Patterson, R.S., Michelli, N.M., & Pacheco, A. ( 1999). Centers of pedagogy. San Francisco : Jossey-Bass.
64.
Pointer-Mace, D. ( 2009). Teacher practice online: Sharing wisdom, opening doors . New York: Teachers College Press .
65.
Post, L., Pugach, M., Harris, S., & Hughes, M. ( 2006). The Teachers-In-Residence Program: Veteran urban teachers as teacher leaders in boundary-spanning roles. In K. Howey & N. Zimpher (Eds.), Boundary spanners: A key to success in urban P-16 university-school partnerships (pp. 211-236). Washington, DC: American Association of State Colleges and Universities and Land Grant Colleges.
66.
Rennert-Ariev, P. ( 2008). The hidden curriculum of performance-based teacher education . Teachers College Record, 110, 105-138.
67.
Rosaen, C., & Florio-Ruane, S. (2008). The metaphors by which we teach: Experience, metaphor and culture in teacher education. In M. Cochran-Smith, S. Nemser , & D. J. McIntyre (Eds.), Handbook of research on teacher education (3rd ed., pp. 706-731). New York: Routledge.
Seidel, B., & Friend, G. ( 2002). Leaving authority at the door: Equal status, community-based experiences and the preparation of teachers for diverse classrooms. Teaching and Teacher Education, 18, 421-433.
70.
Sleeter, C. ( 2008a). Equity, democracy, and neo-liberal assaults on teacher education. Teaching and Teacher Education, 24, 1947-1957.
71.
Sleeter, C. ( 2008b). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education (3rd ed., pp. 559-582). New York: Routledge.
72.
Smagorinsky, P., Cook, L.S., & Johnson, T.S. ( 2003). The twisting path of concept development in learning to teach. Teachers College Record, 105, 1399-1436.
73.
Soja, E. ( 1996). Thirdspace. Malden, MA: Blackwell.
74.
Stoddart, T., & Floden, R. ( 1996). Traditional and alternative routes to teacher certification: Issues, assumptions and misconceptions. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 80-108). New York: Teachers College Press.
75.
Stones, E., & Morris, S. ( 1977). Teaching practice: Problems and perspectives. London: Methuen.
76.
Tatto, T. ( 1996). Examining the values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180.
77.
Tom, A. ( 1997). Redesigning teacher education. Albany , SUNY Press.
78.
Troen, V., Kamii, M., & Boles, K. ( 1997, April). From carriers of culture to agents of change: Teacher-initiated professional development in the learning/teaching collaborative inquiry seminars. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
79.
Tuomi-Grohn, T. ( 2007). Developmental transfer as a goal of internship in practical nursing. In T. Tuomi-Grohn & Y. Engestrom (Eds.), Between school and work: New perspectives on transfer and boundary-crossing (pp. 199-232). Greenwich, CT: JAI.
80.
Turney, C., Eltis, K., Towler, J., & Wright, R. ( 1985). A new basis for teacher education: The practicum curriculum . Sydney: University of Sydney Press .
81.
Valencia, S., Martin, S., Place, N., & Grossman, P. ( 2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60(3), 304-322.
82.
Vick, M. ( 2006). It’s a difficult matter: Historical perspectives on the enduring problem of the practicum in teacher preparation. Asia-Pacific Journal of Teacher Education, 34, 181-198.
83.
Wise, A. ( 1979). Legislated learning: The bureaucratization of the American classroom. Berkeley: University of California Press.
84.
Zeichner, K. ( 1995). Beyond the divide of teacher research and academic research . Teachers & Teaching, 1, 153-172.
85.
Zeichner, K. ( 1996). Designing educative practicum experiences for prospective teachers. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 215-234). New York: Teachers College Press.
86.
Zeichner, K. ( 2002). Beyond traditional structures of student teaching. Teacher Education Quarterly, 29, 59-64.
87.
Zeichner, K. ( 2005). Becoming a teacher educator. Teaching and Teacher Education, 21, 117-124.
88.
Zeichner, K. ( 2007). Professional development schools in a culture of evidence and accountability. School-University Partnerships, 1(1), 9-17.
89.
Zeichner, K. ( 2008, October). Neo-liberal ideas and the transformation of teacher education in the U.S. Keynote address presented at the International Conference, Justice, Equality and Efficiency: Educational Policy Under the Situation of Multiple Societies. East China Normal University, Shanghai, China.
90.
Zeichner, K., & Conklin, H. ( 2005). Teacher education programs. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 645-735). New York: Routledge.
91.
Zeichner, K., & Melnick, S. ( 1996).The role of community field experiences in preparing teachers for cultural diversity. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 176-198). New York: Teachers College Press.
92.
Zeichner, K., & Miller, M. ( 1997). Learning to teach in professional development schools . In M. Levine & R. Trachtman (Eds.), Making professional development schools work: Politics, practice and policy (pp. 15-32). New York: Teachers College Press.
