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Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking among Pre-Service Teachers

Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking among Pre-Service Teachers

Estanislado S. Barrera, IV, Margaret-Mary Sulentic Dowell
Copyright: © 2015 |Pages: 24
ISBN13: 9781466684119|ISBN10: 1466684119|EISBN13: 9781466684126
DOI: 10.4018/978-1-4666-8411-9.ch008
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MLA

Barrera, IV, Estanislado S., and Margaret-Mary Sulentic Dowell. "Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking among Pre-Service Teachers." Handbook of Research on Advancing Critical Thinking in Higher Education, edited by Sherrie Wisdom and Lynda Leavitt, IGI Global, 2015, pp. 171-194. https://doi.org/10.4018/978-1-4666-8411-9.ch008

APA

Barrera, IV, E. S. & Dowell, M. S. (2015). Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking among Pre-Service Teachers. In S. Wisdom & L. Leavitt (Eds.), Handbook of Research on Advancing Critical Thinking in Higher Education (pp. 171-194). IGI Global. https://doi.org/10.4018/978-1-4666-8411-9.ch008

Chicago

Barrera, IV, Estanislado S., and Margaret-Mary Sulentic Dowell. "Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking among Pre-Service Teachers." In Handbook of Research on Advancing Critical Thinking in Higher Education, edited by Sherrie Wisdom and Lynda Leavitt, 171-194. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8411-9.ch008

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Abstract

This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases discussed reveal that many well-intentioned young education majors' frames of reference about urban education indicate a dissonance of experience. Public urban education in the US is becoming increasingly stratified with teachers representing White, female, middle income backgrounds and resultant perspectives, but public school children in the United States represent families of color and communities that are predominantly poor. AS-L truly promotes critical thinking about teaching and learning, especially when the tensions surrounding difference surface. Findings indicate that pre-service teachers must first overcome bias, negative expectations, and stereotypes before they synthesize the elements of the instructional process that leads to achieving reflective praxis.

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