What Teacher Candidates Learned About Diversity, Social Justice, and Themselves From Service-Learning Experiences  

Oleh:

Baldwin, Shelia C. ; Buchanan, Alice M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 58 no. 04 (Oct. 2007), page 315-327.
Topik: literacy; physical education; qualitative research; service-learning; social justice; teacher candidates
Fulltext: 315.pdf (123.59KB)

Isi artikel

This article examines how service-learning provides undergraduate teacher candidates opportunities to cultivate deeper understandings of diversity, social justice, and themselves. Participants were from a mid-Atlantic university and a rural southeastern university. Although from different regions, the teacher candidates shared predominantly White, middle-class backgrounds. Three themes framed the discussion—preconceived notions about teaching in diverse settings, how preconceived notions were overcome (or reinforced), and “learning about myself as a teacher.” Findings suggest that service-learning, emphasizing multiculturalism and social justice, has the potential for empowering prospective teachers to confront injustices and to begin deconstructing lifelong attitudes and constructing socially just practices.

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