Abstract
Traditional campus-based teacher education programs, located on college or university campuses, have been criticized for being removed from the "real world" of community life, and a number of programs have moved directly into urban communities in order for preservice teachers to become immersed in the life of the community. This article describes common theoretical frameworks and practical considerations for developing community-based urban teacher education programs and presents four programs that exemplify how community-based teacher education programs prepare future teachers to teach within the context of a community's cultural life. The article discusses theoretical frameworks of culturally relevant pedagogy, funds of knowledge, community cultural wealth, communities of practice, and the community teacher. It then raises several practical considerations that need to be addressed when preparing to initiate or reposition teacher education programs directly within the community: how much of the program should be located directly in the community, where should it be located, who should be the instructors, and who should participate in the decision-making process for the program. Finally, the four exemplary community-based programs presented exemplify how teacher education programs can prepare preservice teachers become community-embedded teachers.