Place as Teacher: Community-Based Experiences, Third Spaces, & Teacher Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study focuses on the systematic collective reflections of four teacher educators as they interrogate their own practice engaging in community-based settings, specifically considering how these settings can serve as an additional teacher. It is informed by a theory that centers educational experiences within the community and is guided by Gutiérrez’s use of the concept of third space. Connected to third spaces, the results of this study reveal that traditional PK-12 settings serve as the first spaces, the university teacher education programs as the second spaces, and the community-based settings as third spaces. Results showcase how these third spaces can be transformative for teacher educators as they consider preservice teachers’ learning. Findings are drawn from a 2-year collective self-study of four teacher educators facilitating community-based field experiences in the United States and Canada. Analysis of the teacher educator reflections of their observations revealed the transformative ways in which these community-based places, as separate and unique constructs, acted as a teacher for preservice teachers when working in community-based settings. This study presents arguments for integrating community-based field experiences within teacher education, particularly as such places can support and facilitate preservice teachers’ learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it