Multicultural Education in the Context of Community

2020 ◽  
pp. 416-432
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.

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.

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

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.

scholarly journals Medical students’ preclinical service-learning experience and its effects on empathy in clinical training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yi-Sheng Yang ◽  
Pei-Chin Liu ◽  
Yung Kai Lin ◽  
Chia-Der Lin ◽  
Der-Yuan Chen ◽  
...  
Keyword(s):  
Medical Students ◽  
Service Learning ◽  
Perspective Taking ◽  
Clinical Training ◽  
Driving Forces ◽  
Learning Experience ◽  
Compassionate Care ◽  
Positive Effects ◽  
Clinical Clerkships

Abstract Background Service learning (SL) is an educational methodology presumed to help medical students be more empathetic and compassionate. We longitudinally investigated the level of empathy in medical students and how preclinical SL experience was related to their level of empathy in their clinical clerkships. Methods Our cohort comprised fifth-year medical students engaged in clerkships as part of a 7-year medical programme at one medical school in Taiwan. Surveys were conducted at the beginning of the clerkship in September 2015 (T1) to collect data on the medical students’ preclinical SL experience in curriculum-based service teams (CBSTs) and extracurricular service teams (ECSTs) and their SL self-efficacy, demographic characteristics, and empathy level. Subsequently, three follow-up surveys were conducted once every 3 months to determine the empathy level of the students during their clinical clerkships (T2–T4). Seventy students who returned the written informed consent and completed the baseline (T1) and two or more follow-up surveys (T2–T4) were included in our analysis with the response rate of 34%. In total, 247 responses across the 1-year clerkship were analysed. Descriptive statistics, paired t tests, and generalised estimating equations were employed. Results Our study revealed that changes in empathy level in the dimensions of perspective taking, compassionate care, and standing in patients’ shoes in their clinical clerkships. Relative to that at T1, their empathy decreased in perspective taking and compassionate care at T2–T4 but increased in standing in patients’ shoes at T3. Additionally, our study verified the positive effect of medical students’ preclinical SL experience in CBSTs and ECSTs on empathy in terms of compassionate care and perspective taking, respectively, but not on that of standing in patients’ shoes. Conclusions Separate investigations into subconstructs of empathy, such as perspective taking, compassionate care, and standing in patients’ shoes, in medical students may be necessary for exploring the various driving forces or barriers to developing empathy in medical students. Moreover, SL experience through both CBSTs and ECSTs at medical academies may have positive effects on medical students’ empathy in their clinical clerkships and should be promoted at medical schools.

Planning Service-Learning Abroad for Teacher Candidates

2017 ◽  
pp. 117-139 ◽  
Author(s):  
Michele Lynn Regalla
Keyword(s):  
Costa Rica ◽  
Service Learning ◽  
English Learners ◽  
Teacher Candidates ◽  
Learning Experience ◽  
Faculty Members ◽  
Diversity Course ◽  
International Service Learning ◽  
International Service ◽  
College And University

The purpose of this chapter is to provide guidelines to education college and university faculty members who are considering the implementation of an international service-learning experience for their teacher candidates. The chapter begins with a review of literature supporting the benefits of service-learning for teacher candidates. Next is a description of a service-learning trip to Costa Rica planned and implemented by an education faculty member in conjunction with a cultural diversity course designed to prepare candidates to meet the needs of English Learners (ELs). Following the description of the Costa Rica service-learning trip, the author provides guidelines and a list of questions for consideration. The guidelines are designed to assist faculty members who are considering implementing a similar service-learning experience for their teacher candidates. Finally, the chapter concludes with quotations provided by participants of the Costa Rica service-learning experience that show the overall benefits of the service-learning experience.

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.

scholarly journals Critical Service-Learning: Learning Through Experience to Advance Teacher Education

2018 ◽  
Vol 42 (1) ◽  
pp. 65-78 ◽  
Author(s):  
Alan Tinkler ◽  
Barri Tinkler ◽  
Cynthia Reyes ◽  
Suzanna Elkin
Keyword(s):  
Social Justice ◽  
English Language Learners ◽  
Service Learning ◽  
Teacher Candidates ◽  
English Language ◽  
Learning Experience ◽  
Methods Course ◽  
Linguistically Diverse Students ◽  
Literacy Methods ◽  
Learning Through Experience

Background: The ability to effectively teach culturally and linguistically diverse students is critically important. Research has shown that providing teacher candidates educative experiences through critical service-learning can better prepare future teachers and can foster a social justice stance. Purpose: This study examines teacher candidates’ perceptions of a critical service-learning experience in a literacy methods course where participants worked in community settings to support English language learners. Methodology/Approach: Using an interpretative framework, the authors collected and analyzed data from 18 participants including reflection portfolios, questionnaires, and interviews. Findings/Conclusions: This study found that the critical service-learning experience (a) cultivated an understanding of the identities, strengths, and motivations of learners; (b) nurtured their practice; and (c) fostered their understanding of the importance of community engagement, which all contribute to a social justice perspective. Implications: This study demonstrates how critical service-learning enriches understanding within our communities, which allows individuals to tackle issues to advance social justice and equity.

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