Bridging Understanding between Preservice Teachers and Diverse Students through Service-Learning

Autor/in	Wall, Carrie R. Giboney
Titel	Bridging Understanding between Preservice Teachers and Diverse Students through Service-Learning
Quelle	In: Teaching Education, 28 (2017) 2, S.178-193 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2016.1236784
Schlagwörter	Undergraduate Students; Preservice Teachers; Elementary School Students; Grade 4; White Students; Student Diversity; Minority Group Students; Teacher Student Relationship; Service Learning; Reflective Teaching; Surveys; Student Surveys; Likert Scales; Cultural Differences; Barriers; Student Teacher Attitudes; Interpersonal Competence; Change Agents; Transformative Learning; Outcomes of Education; Educational Benefits; Cultural Awareness; California + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Teacher student relationships; Lehrer-Schüler-Beziehung; Service-Learning; Survey; Umfrage; Befragung; Schülerbefragung; Likert-Skala; Kultureller Unterschied; Interpersonale Kompetenz; Pädagogische Transformation; Lernleistung; Schulerfolg; Bildungsertrag; Cultural identity; Kulturelle Identität; Kalifornien
Abstract	This study examines the effectiveness of service-learning as a pedagogical approach that seeks to bridge the gap of understanding between predominantly White undergraduate preservice teachers (PSTs) and diverse students at a local elementary school. Analysis of "before" and "after" reflective papers and surveys from 23 PSTs enrolled in an entry-level education course as well as reflective letters from 41 fourth-grade students, revealed that prior to the project, PSTs feared that students' language barriers or home circumstances might prohibit them from understanding or valuing the concepts introduced through the project. In PST "after" reflections, PSTs expressed their new realizations that teaching is complex and requires careful preparation, that the children were "less different" and more engaged than they expected, and that they can make a difference in children's lives. Benefits to the children include development of new and usable social skills and an increase in their interpersonal confidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01