The Theoretical Framework of LEAD

Introduction

The L.E.A.D. Program is based on several theories and perspectives that seek to support teacher candidates in learning and meeting the needs of in-risk youth in the schools. All theories are important to the philosophy behind the L.E.A.D. Program. Providing teacher candidates with an opportunity to learn about these different theories allow them to develop an understanding through which to enter their field placements. The theories also contribute to the academic rigor of the course and help guide the reflection of their experiences, which is an integral part of service-learning.

The theories that form the foundation of the L.E.A.D. Program can be divided into two separate categories: explicitly taught theory and theory behind the experience. Explicitly taught theory refers to the theoretical perspectives that are taught within the course. Teacher candidates experience a variety of presentations and participate in workshops, discussions, and other reflection-based activities that contribute to their overall understanding of the theories and how they relate to their experiences as educators. The explicitly taught theories include Risk and Resiliency, Strengths Perspective, and Teaching Personal and Social Responsibility (T.P.S.R.).

The theory behind the experience refers to the rationale and justification for the structure and the pedagogical strategies used in the L.E.A.D. Program. These theories are present implicitly, and in some cases, are outcomes of the program. The theories behind the experience of L.E.A.D. include Social Learning, Self-Efficacy, and Human/Social Capital.

This chapter will briefly explore these theoretical perspectives providing explanations of each. They will also be explained in the context of the L.E.A.D. Program.