Educating Teachers and Tomorrow's Students Through Service-Learning Pedagogy /
dited by Virginia M. Jagla and Kathleen C. Tice.
- 1 online resource (323 pages)
- Advances in Service-Learning Research Ser. .
- Advances in Service-Learning Research Ser. .
ALA COVID Relief Fund
Cover -- Series page -- Educating Teachers and Tomorrow's Students Through Service-Learning Pedagogy -- Library of Congress Cataloging-in-Publication Data -- Contents -- Preface -- Acknowledgements -- PART I: CONCEPTUAL PERSPECTIVES -- CHAPTER 1: Imagining a Better World -- CHAPTER 2: Can We Develop a Professional Ethic of Service in Education? -- PART II: EFFECTIVE TEACHER PREPARATION PROGRAMDESIGN AND DEVELOPMENT -- CHAPTER 3: Developing Service-Learners Into Service-Leaders -- CHAPTER 4: Service-Learning With Young Students -- CHAPTER 5: Changes in Students' Social Justice and Racial Attitudes in an Undergraduate Child Psychology Service-Learning Course -- PART III: PROMOTING SELF EFFICACYIN PRESERVICE TEACHERS -- CHAPTER 6: Towards Understanding When Service-Learning Fosters Efficacy Beliefs of Preservice Teachers -- CHAPTER 7: The Impact of Service-Learning on Teacher Candidates' Self-Efficacy in Teaching STEM Content to Diverse Learners -- PART IV: THE IMPORTANCE OF COMMUNITY CONNECTIONS -- CHAPTER 8: Teacher Education Redefined -- CHAPTER 9: Preparing Preservice Teachers Through Service-Learning -- CHAPTER 10: "I Will Be a Better Teacher Because of This CBL" -- PART V: INTERCULTURAL INSIGHTS -- CHAPTER 11: Challenges and Rewards Associated With Service-Learning in International Contexts -- CHAPTER 12: Impacting Preservice Teachers' Sociocultural Awareness, Content Knowledge, and Understanding of Teaching ELLs Through Service-Learning -- CHAPTER 13: Increasing Preservice Teacher's Intercultural Awareness Through Service-Learning -- Concluding Remarks.
Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates' future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction. It is through research that digs deep into these nuanced issues that we can learn more about the different characteristics of the experience that define service-learning and guide implementation._x000D__x000D_The preface provides an interview with Andy Furco, an early advocate of service-learning and noted leader who has fostered service- learning in K-12 and higher education throughout the United States and across the globe. Andy Furco's commentary offers an historical overview of the field as well as how the field can advance, providing insights for those new to the field as well as those who have engaged in service-learning. The preface and thirteen chapters together provide empirical and conceptual support for including service-learning. Concurrently, this scholarship provides guidance for implementing service-learning in teacher preparation and in K-12 education. Interrelated themes include self efficacy, connections with communities, diversity, and program development in teacher education.