Building Professional Competencies through a Service Learning 'Gallery Walk' in Primary School Teacher Education

Autor/inn/en	Ramsaroop, Sarita; Petersen, Nadine
Titel	Building Professional Competencies through a Service Learning 'Gallery Walk' in Primary School Teacher Education
Quelle	In: Journal of University Teaching and Learning Practice, 17 (2020) 4, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Teacher Competencies; Professional Development; Preservice Teacher Education; Student Teachers; Service Learning; Active Learning; Cooperative Learning; Middle School Students; Grade 5; Pedagogical Content Knowledge; Microteaching; Social Studies; Local History; Physical Geography; Indigenous Knowledge; Ecology; Reflective Teaching; Citizen Participation; Foreign Countries; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Lehrkunst; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Service-Learning; Aktives Lernen; Kooperatives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; Pädagogische Kompetenz; Gemeinschaftskunde; Ortsgeschichte; Physische Geografie; Ökologie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Ausland
Abstract	This article reports on a service learning project in a South African primary school teacher education programme, as experiential and practice-based pedagogy in a social studies methods course. We aimed to broaden understanding of service learning as a form of non-placement work-integrated learning for the development of teacher professional competencies. Student teachers drew on topics in the middle school social studies curriculum and incorporated Indigenous geographical elements with local community history in the design of a service learning 'gallery walk' for Grade 5 learners. Using a generic qualitative design, data were generated from students' and teachers' reflective journals, lesson plans, photographs and video recordings. It was analysed for common content themes and prominent discourse markers of students' developing professional knowledge and competencies. The findings provide evidence of deepened student learning, particularly on the influence of context and curriculum differentiation and how their struggles with group work enabled the development of collaboration and cooperation required by professionals. In addition, the service learning prompted changing notions of citizenship and reciprocity of learning. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01