Abstract
This chapter investigates the University of Windsor's service-learning program Leadership Experience for Academic Direction's (L.E.A.D.) impact on teacher candidates' perceptions of teaching in-risk students. The L.E.A.D. program focuses on introducing teacher candidates to the Ministry of Ontario's Student Success initiatives and reflective teaching practices, and places teacher candidates with Student Success Teachers, allowing teacher candidates to learn from in-risk youth. This study adopted a qualitative approach using Interpretative Phenomenological Analysis (IPA) to examine the lived experience of graduates of the L.E.A.D. program. Five graduates of the L.E.A.D. program who are currently practicing secondary teachers in southwestern Ontario were interviewed in one focus group and one individual interview. The responses indicated themes of the importance of relationship building with students, the value of school support systems, the positive impact of L.E.A.D. coursework, and altered efficacy and perceptions of teaching in-risk youth.
TopIntroduction
In the last two decades, service-learning has become part of many teacher education programs across North America and the United Kingdom as studies have shown that service-learning programs fill the gap between educational theory and real-world classroom experience (Anderson et al., 2001). In Iverson and James' (2009) study, the authors define service-learning as a reciprocal learning process where teacher candidates gain new skills and attitudes by providing a service of some kind to students or through a community program. Service-Learning is an education trend that is transcending all levels of education. Elementary students are learning through community projects, high school students are learning about potential careers through cooperative education, and university and professional program students are practicing their skills in paid and unpaid internships. However, many Faculty of Educations have not implemented mandatory service-learning projects as the assessment of the projects is often subjective and not as easily objectively evaluated as alternate and traditional methods of assessment (Swick et al. 1998).
Several service-learning programs at the University of Windsor’s Faculty of Education involve teacher candidates working with students as a way for candidates to develop greater cultural competency and empathy. (Dweck, 2008) I argue that teacher candidates’ experiences in the teacher education program are important to consider as teachers’ attitudes, values, beliefs, and perceptions are often shaped during their program (Lund, D. E., & Lee, L., 2015). The purpose of this study is to determine the impact of the Leadership Experience for Academic Direction (L.E.A.D.) service-learning project on teacher candidates’ perceptions of teaching youth who are considered in-risk (Dweck, 2008).
Key Terms in this Chapter
Caring Adult: A teacher or staff member in a school that has taken a vested interested in a student’s well-being. The teacher builds a trusting student-teacher relationship with the student to support the student academically.
In-Risk: Any student who is in-risk of not graduating high school and because of the challenges they face need additional support or motivation. The term is adapted from the term “at-risk” used in most Ontario Ministry documents; however, uses the growth mindset model and promotes student’s ability to move in and out of risk and, therefore, should not be permanently labelled as at-risk.
L.E.A.D.: Acronym for the University of Windsor’s Leadership Experience for Academic Direction service-learning program.
Teacher Candidates: A student who is currently enrolled in a teacher education program and has, there, not received their teaching license.
Service-Learning: The process where students learn through providing a service in a community program or school and includes guided self-reflection.
Transformational Learning Theory: The learning theory created by Jack Mezirow in 1975 that states when a person experiences a new experience that does not git into their understanding of how the world works, they undergo a ten-step reflection phase that ultimately leaves their worldview transformed.
Perceptions: the way in which someone understands something to be, a mental impression.
Efficacy: one’s belief in their own ability to produce a desired outcome.
Teacher Education Program: The certified program through a post-secondary institution in which aspiring teachers enroll to become certified teachers.