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

2021 ◽  
pp. 52-61
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.

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.

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.

Pedagogical Approaches and Service-Learning in Teacher Preparation

2021 ◽  
pp. 222-237
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.

The Value of Service-Learning in L2 Teacher Preparation

2018 ◽  
pp. 103-124 ◽  
Author(s):  
Kristen M. Lindahl ◽  
Zuzana Tomas ◽  
Raichle Farrelly ◽  
Anna Krulatz
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Teacher Preparation ◽  
Student Engagement ◽  
Service Learning ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Community Collaboration ◽  
Education Programs ◽  
Course Content

Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.

Promoting Culturally Responsive Pedagogical Competence among Preservice Teachers

2017 ◽  
pp. 643-664
Author(s):  
Emmanuel Adjei-Boateng
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Teacher Education Program ◽  
Demographic Changes ◽  
Preservice Teacher Preparation ◽  
Pedagogical Competence

This chapter examines primary issues confronting preservice teacher preparation in the US public schools. There are several issues confronting teaching and teacher education programs. However, this chapter explores cultural and linguistic diversity issues given the critical need for inclusive education. The increasing nature of demographic changes in the schools and the U.S. society also has ramifications for students' learning and preservice teacher preparation. To that end, this chapter examines efforts by organizations and educational researchers to respond to the phenomenon of demographic changes in US public schools and the need to equip teachers with competencies needed to help students become successful in schools. The author examines how one teacher education program is preparing teachers to meet the demands of teaching culturally and linguistically diverse student population. Finally, the author provides suggestions on how to improve and enhance culturally responsive pedagogical competence among preservice teachers.

Educating Teachers for High-Poverty Schools

2019 ◽  
Author(s):  
Bruce Burnett ◽  
Jo Lampert
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Culturally Responsive ◽  
High Poverty ◽  
High Poverty Schools ◽  
Educational Disadvantage ◽  
Agents Of Change ◽  
High Poverty Students

A great deal of scholarship informs the idea that specific teacher preparation is required for working in high-poverty schools. Many teacher-education programs do not focus exclusively on poverty. However, a growing body of research emphasizes how crucial it is that teachers understand the backgrounds and communities in which young people and their families live, especially if they are to teach equitably, without bias, and with a critical understanding of historical educational disadvantage. Research on teacher education for high-poverty schools is largely associated with social-justice education and premised on two key assumptions. The first is that teachers do make a difference and should be encouraged to see themselves as agents of change. The second is that without nuanced knowledge of poverty and disadvantage, and especially its intersection with race, teachers are prepared as though all students and all communities have equal social advantage. Through targeted teacher education, social justice teachers aquire the knowledge, skills and attributes to understand what they can and cannot do. Teachers with strong communities of practice and agency can resist the idea that they can eradicate poverty on their own, but can enact teaching in ways that are equitable and respectful, culturally responsive and safe. It is increasingly possible to observe how debates propose or challenge how preservice teachers should learn about high-poverty contexts. There are also numerous models, globally, of what works in preparing teachers for high-poverty schools; however, providing evidence or proving how specialized teacher preparation affects the educational outcomes of high-poverty students is difficult.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2016 ◽  
pp. 437-461 ◽  
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2020 ◽  
pp. 757-781
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

Service-Learning Field Experiences to Build Intercultural Competence

2021 ◽  
pp. 1133-1156
Author(s):  
Judith Munter ◽  
Beverley Calvo ◽  
Laura Irene Dino Morales ◽  
Andres A. Oroz
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Service Learning ◽  
Global Change ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Master Teachers ◽  
Mexico Border ◽  
The U.S

There is a call today for preparing teachers to reflect on their role as agents for global change, as engaged citizens responsible for helping to create a more equitable society. This chapter explores the transformative potential for the integration of service-learning into field experiences through examination of a bi-national teacher education project located on the U.S.-México border. A primary purpose of this chapter was to examine the ways in which service-learning field experiences enrich and deepen intercultural competence of teacher candidates. Qualitative data, including interview transcripts, reflective essays, and reports were analyzed to determine the extent to which U.S. and Mexican master teachers, graduate students, and teacher candidates' perceptions of their work with transnational learners changed as a result of bicultural, bi-national service-learning field experiences. The findings demonstrate the potential of service-learning for developing intercultural competence in current and future teachers.

scholarly journals Academic Service Learning as Pedagogy: An Approach to Preparing Preservice Teachers for Urban Classrooms

2008 ◽  
Vol 5 (2) ◽  
Author(s):  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Service Learning ◽  
Multicultural Education ◽  
Culturally Responsive ◽  
Data Sources ◽  
Academic Service Learning ◽  
K 12 ◽  
Urban Classrooms ◽  
Education Courses

ABSTRACT ACADEMIC SERVICE-LEARNING AS PEDAGOGY: AN APPROACH TO PREPARING PRESERVICE TEACHERS FOR URBAN CLASSROOMS Teacher education struggles with multifaceted and increasingly complex issues surrounding preparing majority (White) teachers to work effectively with minority (non-White) students, families and communities. Novice teachers entering the workforce need to be culturally responsive. What are the benefits to students, community, and university when academic service learning (AS-L) is a course component? How does AS-L impact the personal intellectual growth of preservice teachers? This phenomenological qualitative study examined dispositions of 177 preservice teachers engaged in literacy and multicultural education courses with AS-L components. A nesting design was selected for this study situating preservice teachers in the center, surrounded by university teacher education coursework, which in turn, is surrounded by a larger circle encompassing local K-12 public schools and the community at large, where all are located. Data were collected over the course of five consecutive semesters, using four different data sources, with written reflections the primary source. Ethnographic techniques of participant observation, informal and formal interviewing were also used to collect data. Artifacts and field notes resulting from observations and interview transcripts were considered when triangulating reflection data, comparing evidence from different sources and using multiple perceptions to clarify meaning. Using different data sources permitted examination of the same phenomena through different lens. Data were analyzed using open coding, an inductive content analysis, and the constant comparative method, both systematic yet dynamic approaches. Comparing different data sources allowed for the comparison of views, situations, actions, and experiences of different individuals. Data analysis led to four significant categories: displacement, transformation, acceptance, and moving from negative, judgmental attitudes to positive, non-judgmental attitudes. This investigation suggested that AS-L components improved and strengthened teacher education courses in terms of adequately preparing preservice teachers to teach successfully in urban environments. This study resulted in preservice teachers whose dispositions and appreciation of diversity and culturally responsive teaching increased.

Sign in / Sign up

Export Citation Format

Share Document