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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Educ. | doi: 10.3389/feduc.2019.00115

Preservice Teachers’ Community-based Field Experiences in a Public Museum Setting

  • 1Grand Valley State University, United States

There exists much potential for the use of community-based partnerships to support preservice teachers’ learning and development. These opportunities can also expand preservice teachers’ understanding of when and where teaching and learning take place. This paper reports the results of a qualitative, yearlong pilot study focused on secondary preservice teachers’ (N=42) weekly community-based field experiences at a newly opened secondary public museum school, located in a large Midwestern urban area. Specifically, preservice teachers worked weekly with sixth grade students in an urban public museum setting as part of a required undergraduate content area literacy teacher education course. This study highlights ways this community-based field experience served as an important clinical component for preservice teacher learning. Working in this community-based setting provided expanded and varied opportunities for preservice teacher learning, including practice using and facilitating small group instruction and opportunities to support adolescents’ learning through accessing, exploring, and examining museum artifacts and exhibits. Therefore community-based field experiences, when and where feasible, may serve as an important clinical component for preservice teacher learning.

Keywords: preservice teacher education, community-based field experience, clinical field experience, museum school, Public museum

Received: 04 Mar 2019; Accepted: 30 Sep 2019.

Copyright: © 2019 Hamilton and Margot. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Erica R. Hamilton, Grand Valley State University, Grand Rapids, United States,