Preparing Teacher Candidates for Diverse School Environments

2018 ◽  
pp. 296-313
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 296-312 ◽  
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 473-490
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

A Grand Challenge

2018 ◽  
pp. 429-444
Author(s):  
Adam Moore ◽  
Susan Trostle Brand
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
General Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Change Agents ◽  
Grand Challenge ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Structure And Design

Teacher educators committed to social justice are charged with preparing future professionals with the knowledge and skills characteristic of change agents. This chapter explains how two university faculty members co-taught a general education course about education and social justice enlisting service-learning. This multidisciplinary course allowed teacher candidates to work with peers from other majors to select, plan, and implement a service-learning project. The structure and design of the course is described, along with examples of readings, film, media, and organizations that promote social justice. Qualitative reflections from former students are included, along with descriptions of service-learning projects. Recommendations and implications for teacher educators designing a similar course are provided.

Service Learning and Teacher Education

2020 ◽  
Author(s):  
Nadine Petersen ◽  
Sarah Gravett ◽  
Sarita Ramsaroop
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Service Learning ◽  
Experiential Learning ◽  
Multicultural Education ◽  
Student Teachers ◽  
Social Transformation ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Justice And Care

Although teacher education actively promotes the ideals of social justice and care, finding ways of enculturating student teachers into what these values mean in education remains a challenge. Additionally, the literature abounds with the struggles of teacher educators to prepare student teachers with the knowledge and competencies required for the complex task of teaching. A way to address this is through the inclusion of service learning (SL) in initial teacher education programs. SL, as a form of experiential learning, with reflection at its core, serves as a means of deepening student learning about the practice of social justice and care and as a way of both drawing on, and informing, student teachers’ practical and situational learning of teaching. SL also holds potential for preparing teachers with the competencies required for the 21st century. The research on SL in teacher education draws on theoretical perspectives of experiential learning, democracy education, social transformation, multicultural education, critical reflection, and education for civic responsibility. A limitation is that the literature within developing contexts is underrepresented, limiting access to useful lessons from the research in these contexts and preventing wider theorization in the field.

scholarly journals Beyond Ethnic Tidbits: Toward a Critical and Dialogical Model in Multicultural Social Justice Teacher Preparation

2016 ◽  
Vol 18 (2) ◽  
pp. 125 ◽  
Author(s):  
Christina Convertino
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Developmental Process ◽  
Social Justice Education ◽  
Approaches To Learning ◽  
Practitioner Research ◽  
Shared Knowledge ◽  
Key Features

This praxis article outlines the value of using a critical and dialogical model (CDM) to teach multicultural social justice education to pre-service teachers. Based on practitioner research, the article draws on the author’s own teaching experiences to highlight how key features of CDM can be used to help pre-service teachers move beyond thinking about multicultural education as ethnic tidbits. Illustrative examples of CDM-in-use demonstrate that  learning about multicultural social justice education is a social and developmental process that requires teacher educators to scaffold complex ideas by using dialogical approaches to learning that incrementally build on emergent and shared knowledge.

A Grand Challenge

2021 ◽  
pp. 122-137
Author(s):  
Adam Moore ◽  
Susan Trostle Brand
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
General Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Change Agents ◽  
Grand Challenge ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Structure And Design

Teacher educators committed to social justice are charged with preparing future professionals with the knowledge and skills characteristic of change agents. This chapter explains how two university faculty members co-taught a general education course about education and social justice enlisting service-learning. This multidisciplinary course allowed teacher candidates to work with peers from other majors to select, plan, and implement a service-learning project. The structure and design of the course is described, along with examples of readings, film, media, and organizations that promote social justice. Qualitative reflections from former students are included, along with descriptions of service-learning projects. Recommendations and implications for teacher educators designing a similar course are provided.

Fostering the Disposition to Serve

2018 ◽  
pp. 445-460
Author(s):  
Reid Richard Riggle
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Teacher Candidates ◽  
Critical Role ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Field Placements ◽  
Educational Need ◽  
High Need Schools ◽  
The Village

Many teacher candidates enter teacher preparation programs with the desire to serve or to change the lives of others. Teacher education programs are uniquely positions leverage this desire to serve through intentional service-learning field placements. Service-learning, particularly early in the preparation program, can play a critical role in building the disposition to serve. This chapter explores one way teacher preparation programs can cultivate the orientation to serve high-need schools. Candidates enrolled in the Village Project serve in high-need schools, address a real community and educational need, and are provided reflection opportunities to connect the experience to their developing knowledge of learning and motivation. Ultimately, the goal the Village Project as an early service-learning field experience is to help teacher candidates develop a professional identity that increases the personal desire to work in educational communities that have a need.

“I Didn't Believe Privilege Existed Before This”

2018 ◽  
pp. 409-428
Author(s):  
Thomas Browning ◽  
Scot Wilson ◽  
Crystal D. Howell ◽  
Alexandra M. Weiss ◽  
Kathryn E. Engebretson
Keyword(s):  
Service Learning ◽  
Future Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Midwestern University

This chapter outlines the experiences of teacher candidates engaged in service-learning at a large Midwestern university. The authors set out to study this service partnership by asking, What benefits do teacher candidates identify from this service learning partnership? What do they see as challenges? What have they learned? In this chapter, the authors describe the answers to these questions. Obstacles to and opportunities for future development of this partnership are also discussed, and some implications for teacher educators are also outlined.

Multicultural Education in the Context of Community

2018 ◽  
pp. 299-314
Author(s):  
Michael T. Ndemanu ◽  
David J. Roof
Keyword(s):  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Field Experience ◽  
Learning Experience ◽  
Belief System ◽  
Community Organizations ◽  
Course Delivery ◽  
Teaching Program

Using surveys and follow-up interview data, in this chapter, the authors evaluate the influence of an immersive service learning experience from a multicultural education course for aspiring teachers. The chapter examines how required 20-hour field experience is utilized by different professors as part of a professional disposition assessment to pre-screen students for admission into the teaching program, as well as how the field experience impacts teacher candidates' belief system and cultural competency. This research examines and seeks to provide points of discussion regarding the challenges of the service-learning component and recommendations for improving the course. To improve the course delivery and the unique partnership, the multicultural education course has with a variety of community organizations received surveys from hundreds of former students. This project builds on these initial surveys with interviews.

Pedagogical Approaches and Service-Learning in Teacher Preparation

2018 ◽  
pp. 1-16
Author(s):  
Margaret-Mary Sulentic Dowell ◽  
Tynisha D. Meidl
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Service Learning ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Community Members ◽  
Pedagogical Approach ◽  
Pedagogical Approaches

As the initial chapter in this volume, the authors set the tone by inviting service-learning practitioners who are situated within teacher education into dialogue regarding the foundational aspects of service-learning as an effective pedagogical approach for preparing pre-service teachers to teach from a culturally responsive stance. In this chapter, practitioners from across the field of teacher education's spectrum, from emerging scholars to veteran service-learning researchers, are encouraged to reflect on the ways they envision and position service-learning. Overall, service-learning is presented as a pedagogical approach involving various partners, including faculty, staff, students, community members, and agencies. This chapter foreshadows the varied methods and approaches contributors to this edited volume employ to strengthen and extend traditional field experiences and, thus, teacher preparation.

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