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Hallman  \nUniversity of Kansas  \nAbstract  \nThis article argues that prospective teachers who have the most productive experiences within pre-student teaching field experiences are those whose field sites allow them to become members of communities of practice, the conditions of which, according to Wenger (1998) include joint enterprise, mutual engagement, and shared repertoire. Employing interviews and content analysis of documents, the researchers explored the experiences of a cohort of teacher candidates in a pre-student teaching practicum to better understand elements of field experience that might influence identity development. We highlight the cases of two prospective teachers as illustrative and contrasting experiences of the cohort as a whole. We conclude by offering recommendations for how teacher education programs might assist prospective teachers with negotiating for conditions within field sites that allow for productive participation and growth.  \nKeywords: Teacher education, field experience. community of practice. practicum  \nConnor Kirwan Warner, Ph.D., is an Assistant Professor of Teacher Education & Curriculum Studies at the University of Missouri-Kansas City. A former high school English and social studies teacher, his primary research agenda centerson the interplay of teacher education policy, curriculum, and assessment, while his secondary research interests include issues of curriculum and representation in English and social science education.  \n[E-mail: warnerck@umkc.edu](E-mail: warnerck@umkc.edu)  \nHeidi L. Hallman, Ph.D., is an Associate Professor of Curriculum & Teaching at the University of Kansas. A former high school English teacher, her research interests include studying “at risk” students’ literacy learning as well as how prospective English teachers are prepared to teach in diverse school contexts.  \n[E-mail:hhallman@ku.edu](E-mail:hhallman@ku.edu)  \nFostering possibilities for teacher candidates to succeed and learn from successes within field experiences promotes growth and understanding of the teaching act. In this article, we complement existing literature on field experiences in teacher education by bringing Wenger’s (1998) communities of practice to bear. We argue that teacher candidates who have the most productive pre-student teaching field experiences are those whose sites allow them to become members of communities of practice, the conditions of which, according to Wenger (1998) include joint enterprise, mutual engagement, and shared repertoire. Employing phenomenological interviewsand content analysis of documents, we explored the experiences ofa cohort of teacher candidates in a pre-student teaching field experience to better understand elements of field experience that influence teacher identity development. We conclude by recommending ways that teacher education programs might assist teacher candidates with negotiating for conditions within field sites to allow for productive participation and growth.  \nConceptual Framework and Literature Review  \nIdentity, as a component of teachers’ development, has been theorized as fluid and complex, as well as inherently ‘social’ (Alsup, 2006) . Holland, Lachicotte, Skinner, and Cain (1998) discuss the premise that “identities, the imaginings of self in worlds of action,[are]…lived in and through activity and so must be conceptualized as they develop in social practice”(p. 5) . Alongside other scholars who study teacher identity (e.g., Alsup, 2006; Zembylas, 2008), this article understands that teachers are produced as “particular types of professionals”(Zembylas, 2008, p. 124, italics in the original), and take up their identity as teachers through a project of continuous “becoming”(Gomez et al., 2007) . Furthermore, teachers mediate their stories of self with the cultural and institutional e","cbCaidxGxxGrnjjW","https://ap.wps.com/l/cbCaidxGxxGrnjjW","pdf",238834,18,"English","# Abstract\n# Conceptual Framework and Literature Review\n## Communities of practice and teacher identity","[{\"question\":\"What does the article claim about productive field experiences for prospective teachers?\",\"answer\":\"It claims that the most productive pre-student teaching field experiences happen when prospective teachers can become members of communities of practice at their field sites.\"},{\"question\":\"Which community-of-practice conditions does the article emphasize?\",\"answer\":\"It emphasizes joint enterprise, mutual engagement, and a shared repertoire, following Wenger (1998).\"},{\"question\":\"How does the study investigate teacher candidates’ experiences?\",\"answer\":\"It uses phenomenological interviews and content analysis of documents to explore experiences of a teacher-candidate cohort in a pre-student teaching field experience.\"}]","A Communities of Practice Approach to Field Experiences in Teacher Education | PDF",1792079674,45]