Developing Deeper Understandings of Diversity: Service Learning and Field Experiences Combine for Generative Learning of Bilingual/ESL Preservice Teachers

2014 ◽  
pp. 31-57
Author(s):  
Minda Morren López ◽  
Lori Czop Assaf
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Field Experiences ◽  
Generative Learning

scholarly journals Aha Malawi! Envisioning Field Experiences that Nurture Cultural Competencies for Preservice Teachers

2011 ◽  
Vol 13 (1) ◽  
Author(s):  
Patricia A Talbot
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Transformational Learning ◽  
Personal Growth ◽  
Classroom Practice ◽  
Field Experiences ◽  
Cultural Competencies ◽  
Transformational Learning Theory ◽  
Diverse Field

This theoretical study uses the context of the writer’s personal encounters in Malawi, Africa, to propose a conceptual model for creating diverse field experiences based on best practices in critical pedagogy, service learning, and the underpinnings of transformational learning theory, for the purpose of increasing the probability of meaningful and sustainable personal growth that impacts classroom practice over time. The visual framework proposed illustrates the overlap and the unique qualities of these three often-used perspectives for building cultural competencies for teachers and makes the case for incorporating all three when designing experiential learning opportunities with recommendations for how to do so.

scholarly journals Mollenhauer’s Representation: The Role of Preservice Teachers in the Practices of Upbringing

in education ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 3-24
Author(s):  
Andrew Foran ◽  
Daniel B. Robinson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Service Learning ◽  
Beginning Teachers ◽  
Program Analysis ◽  
Professional Growth ◽  
Field Experience ◽  
Field Experiences ◽  
The Impact ◽  
International Field Experience

Our recent research study investigated an international field experience for preservice teachers, labelled as a service-learning internship, a term often used to refer to a student teacher in a Bachelor of Education (BEd) program. Relying on what we know to be advantages and benefits of similar international field experiences for preservice teachers to frame our investigation, we explored the impact of a service-learning internship upon beginning teachers, particularly as it related to their professional growth as teachers. To gain insight into teacher education, we drew on the work of Mollenhauer (2014) to critically examine the foundations of how we prepare teachers in our BEd program. Analysis of questionnaire responses, tracked by a digital discussion forum via Moodle™, revealed two dominant themes: (a) gaining a deeper understanding of children, and (b) learning to be flexible regardless of curricular constraints. Results from this study might be of interest to those who share a similar interest in international field experiences, teacher education, and pedagogy.            Keywords: pedagogy, Bildung; teacher education; international; field experience; service learning; global teaching

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.

Cognitive Disequilibrium and Service-Learning in Physical Education Teacher Education: Perceptions of Pre-Service Teachers in a Study Abroad Experience

2017 ◽  
Vol 36 (1) ◽  
pp. 70-82 ◽  
Author(s):  
Stefan Ward ◽  
Heidi Henschel Pellett ◽  
Mark I. Perez
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Study Abroad ◽  
Physical Education Teacher Education ◽  
Multiple Data ◽  
Teachers Experiences ◽  
Data Source ◽  
Axial Coding ◽  
Member Checks ◽  
Cognitive Disequilibrium

Purpose:The purpose of this study was to explore preservice teachers’ experiences of cognitive disequilibrium (CD) theory during a service-learning project in a study abroad experience.Method:A case study with 8 participants was used. Data sources consisted of: Formal interviews, videos of planning, videos of teaching, videos of reflection sessions, and informal interviews. Data were analyzed utilizing open and axial coding (Corbin & Strauss, 2008). Trustworthiness strategies included: prolonged engagement, multiple data source triangulation, and member checks.Results:Results indicated four themes: “We made it our own thing”, “Summer camp for teachers”, “Struggle and disequilibrium”, and “By the end it was a transformation”.Discussion/Conclusions:CD was ultimately positive for these students. The positive resolution of CD catalyzed a transformative effect on their perceptions of their teaching. This was supported by positive peer interaction.

scholarly journals The First Field Experience: Perceptions of ESOL Pre-Service Teachers

2021 ◽  
Vol 12 (5) ◽  
pp. 15
Author(s):  
Babak Khoshnevisan ◽  
Mojgan Rashtchi
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Field Experience ◽  
Developmental Stages ◽  
Field Experiences ◽  
Teachers Perceptions ◽  
Experience Teaching ◽  
Before And After ◽  
Pedagogical Competence ◽  
Constant Comparative Analysis

Researchers have recognized pre-service teachers’ field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers’ perceptions of field experiences. In this inquiry, we focused on pre-service teachers’ perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants’ journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers’ perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings of the present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings of this study proved Khoshnevisan’s (2017) developmental stages of teachers.

A Typology of Conscious Decision Making for Service-Learning Field Experiences

2018 ◽  
pp. 504-513
Author(s):  
Tynisha D. Meidl ◽  
Leah Katherine Saal ◽  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Service Learning ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Engaged Pedagogy ◽  
Culturally Responsive Practice ◽  
Conscious Decision ◽  
Typological Structure

In this concluding chapter, the authors, who are service-learning and teacher education scholars, present a typology of service-learning field experiences as a means of considering how and why service-learning field experiences are included as teacher preparation. The typology is a way to examine and inform the critical decision-making process when planning, implementing, and assessing service-learning field experiences. This chapter is a departure from other chapters in this edited volume, but its purpose is to extend the conversations all chapters inspire, which is to include service-learning as a form of community-engaged pedagogy and scholarship that endorses, represents, and promotes culturally responsive practice. The authors presume it is impossible to create a complete and comprehensive taxonomy of service-learning as community-engaged work continues to evolve. The typological structure can be used to identify, define, and describe the nuanced applications salient in service-learning field experiences within teacher education.

Sign in / Sign up

Export Citation Format

Share Document