Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

A Sustainable Service-Learning Program Embedded in PETE: Examining the Short-Term Influence on Preservice Teacher Outcomes

2021 ◽  
Vol 40 (1) ◽  
pp. 39-48
Author(s):  
Louisa R. Peralta ◽  
Claire L. Marvell ◽  
Wayne G. Cotton
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Physical Education Teacher ◽  
Learning Program ◽  
Short Term ◽  
Pedagogical Content ◽  
Physical Education Teacher Education ◽  
Learning Programs

Background: Studies have acknowledged the limitations of short-term service-learning programs. This highlights the importance of examining the influence of evidence-informed sustainable service-learning programs on preservice teachers’ learning outcomes. Purpose: To explore the short-term influence of a sustainable service-learning program on first-year physical education teacher education (PETE) preservice teachers. Methods: Written reflections from 15 students (73% women and 27% men) in the first year of a PETE course were analyzed using Butin’s conceptual model. Results: The service-learning experiences allowed first-year PETE preservice teachers to extend and refine their general pedagogical content, curriculum, and policy knowledge. However, PETE preservice teachers’ learning was limited in terms of cultural, political, and postmodern perspectives. Discussion: This study provides recommendations for improving preservice teachers’ learning in a sustainable service-learning program embedded in a PETE course.

Examining the Reciprocal Nature of Service-Learning for Underserved Students and Preservice Teachers

2018 ◽  
Vol 37 (4) ◽  
pp. 363-372 ◽  
Author(s):  
Christine Galvan ◽  
Karen Meaney ◽  
Virginia Gray
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Learning Program ◽  
Pedagogical Content ◽  
Underserved Students ◽  
Physical Education Teacher Education ◽  
Learning Programs ◽  
Pete Programs ◽  
Cardiorespiratory Endurance

Background: Although service-learning scholarship in physical education teacher education (PETE) programs has shown positive results, little is known about the reciprocal benefits of PETE service-learning programs on underserved students and physical education preservice teachers. Purpose: This study examined the impacts on students and teachers of integrating two physical education curricula within a service-learning program using a mixed-methods approach. Methods: A pretest–posttest design investigated changes in cardiorespiratory endurance training among students (n = 50). Reflective journals, interviews, and field notes assessed program impact on preservice teachers (n = 16). Results: Findings revealed a significant improvement in cardiorespiratory endurance among students, while qualitative data provide evidence of increases in general pedagogical content, knowledge of curriculum, and knowledge of educational contexts among teachers. Discussion/Conclusion: This study adds important reciprocity findings to PETE service-learning literature.

Community Service Learning with First Peoples

2018 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Dawn Bennett ◽  
Anne Power ◽  
Naomi Sunderland
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Music Educators ◽  
Learning Opportunities ◽  
Community Music ◽  
Culturally Appropriate ◽  
Community Service Learning ◽  
Intercultural Learning ◽  
Music Making ◽  
First Peoples

Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

scholarly journals Cooperative Learning to Enhance Horticulture Skills and Raise Funds for Professional Development

2017 ◽  
Vol 27 (4) ◽  
pp. 455-457
Author(s):  
Brian J. Pearson ◽  
Kimberly Moore ◽  
James Barrett
Keyword(s):  
Professional Development ◽  
Cooperative Learning ◽  
College Graduates ◽  
Learning Opportunities ◽  
Academic Departments ◽  
Learning Program ◽  
Employment Opportunities ◽  
Hands On ◽  
Learning Programs ◽  
Critical Skills

Increased global trade coupled with diversified employment opportunities have generated demand for college graduates to possess enhanced interpersonal and foreign communication skills and a well-developed understanding of foreign culture. Horticultural employment opportunities also require students to possess a mastery of horticultural theory with an established record of direct, hands-on experience. Despite these needs, financial limitations of students and academic departments coupled with a lack of available opportunities may restrict students from developing these critical skills. Through development of cooperative learning programs, students have an opportunity to master and refine their horticultural skills while simultaneously raising funds, which are allocated for professional development including an international learning program. This article provides a successful overview of a student-based cooperative learning program that enhances student learning opportunities.

International Service-Learning in Practice

2018 ◽  
pp. 462-479
Author(s):  
Noel B. Habashy
Keyword(s):  
Service Learning ◽  
Domestic Service ◽  
Power Dynamics ◽  
Learning Program ◽  
Theoretical Frameworks ◽  
Theoretical Concepts ◽  
International Service Learning ◽  
International Service ◽  
Learning Partnerships ◽  
Learning Programs

This chapter explores key theoretical concepts relevant to the planning and implementation of international (and domestic) service-learning programs. This chapter explores the power dynamics of international service-learning through four key theoretical concepts: the politics of power, local knowledge, framing, and problem definition. While these ideas are particularly appropriate for international service-learning program, they are also relevant for domestic service-learning partnerships in nearby communities. In addition to providing theoretical frameworks, this chapter identifies recommendations for practice in order to address each of the four challenges identified. Universities must consider these factors if they wish to develop stronger programs with reciprocal benefits to communities and students. With stronger partnerships, better development will occur for both students and community members.

Lessons Learned From 15 Years of Service-Learning

2018 ◽  
pp. 17-40
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Lessons Learned From 15 Years of Service-Learning

2021 ◽  
pp. 903-925
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Exploring Digitally Enhanced Literacy Practices With Preservice Teachers

2020 ◽  
pp. 394-416
Author(s):  
Meredith J. C. Swallow ◽  
Kathryn Will-Dubyak
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Literacy Instruction ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Teacher Preparation Program ◽  
Elementary Student ◽  
Instructional Decisions ◽  
Integration Of Technology

Two professors in a teacher preparation program purposefully examined their courses for ways in which the learning opportunities in each separate course could be connected to facilitate development of preservice teachers' understandings of purposeful integration of technology within literacy instruction for elementary student learners. Preservice teachers in the courses used their knowledge of children's literature and best practices to create rich learning opportunities before examining them through the lens of the TPACK framework and SAMR model. This process enhanced and transformed preservice teachers' instructional decisions to illuminate educational technology as part of literacy instruction.

Anthropological Contributions to Experiential Learning in International and Intercultural Contexts

2010 ◽  
Vol 32 (3) ◽  
pp. 2-3
Author(s):  
Kiran Cunningham ◽  
Jayne Howell ◽  
Ronald Loewe
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Learning Programs ◽  
Field Schools

Conversations about how to create meaningful and significant experiential learning opportunities for students in international and intercultural contexts are increasingly commonplace in academic institutions. With over a century dedicated to the development and refinement of a powerful set of methodological, attitudinal, conceptual, and theoretical tools for cross-cultural understanding and engagement, anthropology has much to offer these conversations. Contributors to this issue of Practicing Anthropology draw on their experiences directing international offices, directing offices and study abroad programs, leading internationalization initiatives, establishing service learning programs, running international and intercultural field schools, and developing intercultural learning assessment instruments. They all interrogate teaching and learning outcomes, exploring the ways that the theories and methods of anthropology have been effective in enhancing intercultural learning and offering models and methodologies that others can use in their own work. The first four articles in the issue were individually submitted, and were ideal complements to the six articles Kiran Cunningham compiled.

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