Bridging Gaps: Service Learning in Teacher Education

Autor/in	Tatebe, Jennifer
Titel	Bridging Gaps: Service Learning in Teacher Education
Quelle	In: Pastoral Care in Education, 31 (2013) 3, S.240-250 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2013.774044
Schlagwörter	Foreign Countries; Teacher Education; Service Learning; Student Diversity; Preservice Teachers; Socioeconomic Background; Ethnicity; Cultural Pluralism; Disadvantaged Youth; Poverty; Correlation; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Service-Learning; Sozioökonomische Lage; Ethnizität; Kulturpluralismus; Benachteiligter Jugendlicher; Armut; Korrelation; Neuseeland
Abstract	Teacher education programs face significant challenges in preparing future teachers for diverse classroom settings. Rising student socioeconomic and ethnic diversity is sharply juxtaposed against a relatively homogenous preservice teacher population. This article advances arguments that support the incorporation of service-learning experiences into New Zealand Preservice Teacher Education programs to mediate the ethnic, cultural, and socioeconomic polarization of pupils and their teachers by providing additional preparation for teaching in disadvantaged school contexts. The benefits of including service learning into New Zealand teacher education programs will be discussed as they relate to best practices for preservice teachers and by association the schools and pupils they serve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10