Engaging Community Partners as Co-Educators in Teacher Education: Reflections from Pre-Service Teachers on a Justice-Based Service-Learning Program

Autor/inn/en	Lund, Darren E.; Lee, Lianne
Titel	Engaging Community Partners as Co-Educators in Teacher Education: Reflections from Pre-Service Teachers on a Justice-Based Service-Learning Program
Quelle	In: Multicultural Education, 28 (2021) 3-4, S.32-40 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Social Justice; Preservice Teachers; Teacher Education Programs; School Community Relationship; Service Learning; Experiential Learning; Student Placement; Immigrants; Youth; Teacher Role; School Role; Elementary Secondary Education; Educational Benefits; Public Agencies; Student Teacher Attitudes; Diversity; Mentors; Teacher Student Relationship; Required Courses; Program Descriptions; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Service-Learning; Experiental learning; Erfahrungsorientiertes Lernen; Schülerpraktikum; Immigrant; Immigrantin; Immigranten; Jugend; Jugendlicher; Jugendalter; Lehrerrolle; Bildungsertrag; Öffentliche Einrichtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pflichtkurs; Ausland; Kanada
Abstract	This research studies a justice-based program that was originally developed from an initiation by a community agency seeking a collaboration with a postsecondary program. For this article, service-learning is defined as an experience in which students are provided an opportunity to participate in an organized activity in the community that serves both the needs of the group or agency involved and the educational goals of the program organizers. The guiding questions for this study included: (1) How might preservice teachers' experiences in justice-based service-learning placements inform their own critical understandings of the role of the teacher and schools in supporting children and youth from immigrant backgrounds?; and (2) How can an organized justice-based service-learning opportunity mutually benefit preservice teachers, immigrant youth participants, the community agencies, and the university's professional program? The authors concluded that highlighting a critical social justice approach in the course and focusing on linking theory with their community experiences allowed the preservice teacher-students to find much value and insight into the concepts and issues they explored in their diversity course. The service-learning placement and its community mentors became the co-educators for the semester, as the preservice teachers established positive professional relationships with the diverse children in their care. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01