Learning How to Teach Poverty: A Case for Community of Practice

Autor/inn/en	Browne, Laurie P.; Roll, Susan J.
Titel	Learning How to Teach Poverty: A Case for Community of Practice
Quelle	In: Schole: A Journal of Leisure Studies and Recreation Education, 30 (2015) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-156X
Schlagwörter	Teaching Skills; Teaching Methods; Poverty; Communities of Practice; Case Studies; Recreation; Social Justice; Interdisciplinary Approach; Educational Practices; Simulation; Faculty Development; Training Methods; Capacity Building; Pedagogical Content Knowledge; Outdoor Education; Higher Education + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Community; Case study; Fallstudie; Case Study; Re-creation; Erholung; Soziale Gerechtigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungspraxis; Simulation program; Simulationsprogramm; Didaktik; Trainingsmaßnahme; Pädagogische Kompetenz; Freiluftunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Recreation students today need to be prepared to engage in the topic of poverty as a social justice issue affecting our communities, yet many instructors do not have the tools to effectively teach this complex topic. One way instructors might learn how to engage students with poverty is through an interdisciplinary community of practice (CoP). Some disciplines, such as social work, centralize poverty in their curricula (e.g., Davis & Wainwright, 2005), giving them expertise recreation faculty might use to inform their teaching practices. On the other hand, many recreation instructors have unique pedagogical skills (e.g., simulations; Barney, 2012; service learning; Tobias, Powell, & Johnson, 2010; civic engagement; Biaett, 2011) that might improve others' understanding of how to teach poverty. This paper presents a case study in which a CoP was formed around the practice of a poverty simulation. From this case the authors offer several recommendations for ways recreation instructors might gain from and contribute to a CoP that focuses on teaching poverty. (As Provided).
Anmerkungen	Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail: journals@sagamorepub.com; Web site: http://js.sagamorepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01