Transformative Teaching and Learning through Engaged Practice: Lecturers' and Students' Experiences in a University and Underserved Community Partnership in Ireland

Autor/inn/en	Quillinan, Bernie; MacPhail, Ann; Dempsey, Ciara; McEvoy, Eileen
Titel	Transformative Teaching and Learning through Engaged Practice: Lecturers' and Students' Experiences in a University and Underserved Community Partnership in Ireland
Quelle	In: Journal of Transformative Education, 17 (2019) 3, S.228-250 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McEvoy, Eileen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344618809681
Schlagwörter	Foreign Countries; Transformative Learning; College Faculty; College Students; Partnerships in Education; School Community Relationship; Disadvantaged; Culturally Relevant Education; Student Centered Learning; Situated Learning; Health Promotion; Public Health; Community Development; Well Being; Community Education; Professional Development; Mental Health; Physical Health; Individual Development; Community Needs; Health Sciences; Teacher Education; Teacher Student Relationship; Learner Engagement; Ireland + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Transformation; Fakultät; Collegestudent; Hochschulpartnerschaft; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Gesundheitswesen; Community; Development; Entwicklung; Well-being; Wellness; Wohlbefinden; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Psychohygiene; Gesundheitszustand; Individuelle Entwicklung; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Irland
Abstract	The Community Wellness, Empowerment, Leadership and Lifeskills (CWell) program is a 2-year community-driven program developed in partnership between an underserved community in Limerick City and staff at the University of Limerick, Ireland. This article explores the transformative teaching and learning experiences that arose throughout the duration of the program for the lecturers and students. Data were collected through interviews and focus groups with lecturers and students involved in the program. Students supported the notion of "learning differently" and focused around prior learning and attitude to learning, learning about learning, and impact of learning. Lecturers supported the notion of "teaching differently," focusing on how they had revised their usual teaching practices to more overtly emphasize the importance of culturally responsive pedagogy and student-centered learning (as opposed to content-centered) and the situated learning perspective. There is a necessity for research on diverse and innovative programs to inform culturally responsive pedagogies and transformation for learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01