Faith Communities and Community Engagement Based Teacher Education: A Pedagogy of Promise

2015 ◽  
pp. 141-159
Author(s):  
Jude Butcher ◽  
Anthony Steel
Keyword(s):  
Teacher Education ◽  
Community Engagement ◽  
Faith Communities

Informing Teaching Through Community Engagement

2018 ◽  
pp. 278-298
Author(s):  
Trish Lewis ◽  
Letitia Hochstrasser Fickel ◽  
Glynne Mackey ◽  
Des Breeze
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Community Engagement ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Diverse Range ◽  
White Middle Class ◽  
Lower Socioeconomic

Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.

Spanish Teacher Education Programs and Community Engagement

Hispania ◽  
2013 ◽  
Vol 96 (2) ◽  
pp. 283-294 ◽  
Author(s):  
Ana Jovanović ◽  
Jelena Filipović
Keyword(s):  
Teacher Education ◽  
Community Engagement ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Spanish Teacher

Teacher Education, Community Service Learning and Student Efficacy for Community Engagement

2003 ◽  
Vol 31 (2) ◽  
pp. 109-124 ◽  
Author(s):  
JUDE BUTCHER ◽  
PETER HOWARD ◽  
ELIZABETH LABONE ◽  
MICHAEL BAILEY ◽  
SUSAN GROUNDWATER SMITH ◽  
...  
Keyword(s):  
Teacher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Community Service ◽  
Community Service Learning ◽  
Student Efficacy ◽  
Education Community

Informing Teaching Through Community Engagement

2019 ◽  
pp. 1225-1245
Author(s):  
Trish Lewis ◽  
Letitia Hochstrasser Fickel ◽  
Glynne Mackey ◽  
Des Breeze
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Community Engagement ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Diverse Range ◽  
White Middle Class ◽  
Lower Socioeconomic

Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.

“Who's Schooling Who?”

2017 ◽  
pp. 1-23
Author(s):  
H. Bernard Hall ◽  
Hannah Ashley
Keyword(s):  
College Students ◽  
Teacher Education ◽  
Community Engagement ◽  
Hip Hop ◽  
First Century ◽  
University Faculty ◽  
Critical Education ◽  
Economic Context ◽  
Full Circle ◽  
K 12

In this chapter, we highlight twenty-first century practices of Freirian dialogue (mutual and reciprocal “schooling”) in two community-engaged programs that work full circle with K-12 youth, college students and university faculty. We argue that in our current socio-economic context, uncovering, theorizing and institutionalizing these practices are essential to the practice of “revolutionary critical education.” We also argue that the specific practices—namely, hip hop pedogogy and community-engagement as movement rather than project--powerfully open authentic spaces for the Freirian endeavor of mutual humanizing to happen, and that these practices have wider implications, particularly for teacher education.

A Pedagogy of Promise

2018 ◽  
pp. 333-354 ◽  
Author(s):  
Eva M. Zygmunt ◽  
Kristin Cipollone
Keyword(s):  
Teacher Education ◽  
African American ◽  
Service Learning ◽  
Community Engagement ◽  
Low Income ◽  
Culturally Responsive ◽  
Community Member ◽  
Rich Description ◽  
Culturally Responsive Teachers ◽  
The Rich

This chapter details an innovative teacher education paradigm that privileges community-engagement and critical service-learning in the development of culturally responsive teachers. Candidates are removed from campus and immersed in a low-income, African-American neighborhood for an entire semester's coursework, where they participate in critical service-learning alongside community mentors and members of the neighborhood community council. Differentiated from more traditional models of university service learning characterized by “doing for,” and which tend to favor those who serve over those being served, candidates participate with and alongside residents in projects identified by members of the neighborhood as integral to community vitality. The chapter details examples of critical service-learning that have been co-enacted in the eight-year history in the neighborhood. Candidate and community member reflections on their co-participation are privileged in the rich description of how this partnership is instrumental in the development of culturally responsive teachers.

A Pedagogy of Promise

2021 ◽  
pp. 661-682
Author(s):  
Eva M. Zygmunt ◽  
Kristin Cipollone
Keyword(s):  
Teacher Education ◽  
African American ◽  
Service Learning ◽  
Community Engagement ◽  
Low Income ◽  
Culturally Responsive ◽  
Community Member ◽  
Rich Description ◽  
Culturally Responsive Teachers ◽  
The Rich

This chapter details an innovative teacher education paradigm that privileges community-engagement and critical service-learning in the development of culturally responsive teachers. Candidates are removed from campus and immersed in a low-income, African-American neighborhood for an entire semester's coursework, where they participate in critical service-learning alongside community mentors and members of the neighborhood community council. Differentiated from more traditional models of university service learning characterized by “doing for,” and which tend to favor those who serve over those being served, candidates participate with and alongside residents in projects identified by members of the neighborhood as integral to community vitality. The chapter details examples of critical service-learning that have been co-enacted in the eight-year history in the neighborhood. Candidate and community member reflections on their co-participation are privileged in the rich description of how this partnership is instrumental in the development of culturally responsive teachers.

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