Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates

Autor/in	Dunn-Kenney, Maylan
Titel	Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates
Quelle	In: Journal of Early Childhood Teacher Education, 31 (2010) 1, S.37-48 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Social Bias; Poverty; Family Involvement; Theory Practice Relationship; Service Learning; Children; Teacher Certification; Learning Experience; Student Teachers; Preschool Teachers; Family School Relationship; Teaching Methods; Cultural Influences; Consciousness Raising; Student Teacher Attitudes; Graduate Students + Suchen Sie Ihr Suchwort? Armut; Theorie-Praxis-Beziehung; Service-Learning; Child; Kind; Kinder; Lernerfahrung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Bewusstseinsbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Service learning is often used in teacher education as a way to challenge social bias and provide teacher candidates with skills needed to work in partnership with diverse families. Although some literature suggests that service learning could reinforce cultural bias, there is little documentation. In a study of 21 early childhood teacher certification candidates, engaged in service learning experience with families living in deep poverty, 16 candidates appeared to confront their own biases and construct practical theories of poverty that were more complex than their original concepts. However, five candidates appeared to avoid confronting their own biases. Of those five, three appeared to have biases confirmed. Those three candidates were quite different from one another in age, experience, and attitude toward the project. More research is needed to examine the relationship between candidates' understanding of social relationships and their approach to service learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10