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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.

The article investigates the use of social support among adolescent students in the United States. The use of social support to cope with stress has been of interest to psychologists from both theoretical and empirical viewpoints. People under stress have the option of seeking help from formal sources, such as therapists, counselors, or ministers, or from informal sources, such as friends and family. In the present research we studied the use and the effectiveness of these coping strategies in a sample of late adolescents. Eighty-four U.S. undergraduate students at George Washington University were administered a 42-item inventory of coping behaviors that included 4 items related to the following formal and informal sources of social support: "talk to a good friend "talk to members of your family" see a psychologist or other therapist: and "talk with a minister, priest, or rabbi." The students were asked to indicate which strategies they used to cope with tension or anxiety, on a 4-point scale that ranged from never to almost always. After the students had completed the inventory, they were asked to indicate which items they had found helpful in coping with stress and which item they had found most helpful in coping with stress.