Welcome to the InfoSci Platform
Pedagogical Approaches and Service-Learning in Teacher Preparation

Pedagogical Approaches and Service-Learning in Teacher Preparation

Margaret-Mary Sulentic Dowell, Tynisha D. Meidl
Copyright: © 2018 |Pages: 16
ISBN13: 9781522540410|ISBN10: 1522540415|EISBN13: 9781522540427
DOI: 10.4018/978-1-5225-4041-0.ch001
Cite Chapter Cite Chapter

MLA

Sulentic Dowell, Margaret-Mary, and Tynisha D. Meidl. "Pedagogical Approaches and Service-Learning in Teacher Preparation." Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, IGI Global, 2018, pp. 1-16. https://doi.org/10.4018/978-1-5225-4041-0.ch001

APA

Sulentic Dowell, M. & Meidl, T. D. (2018). Pedagogical Approaches and Service-Learning in Teacher Preparation. In T. Meidl & M. Sulentic Dowell (Eds.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 1-16). IGI Global. https://doi.org/10.4018/978-1-5225-4041-0.ch001

Chicago

Sulentic Dowell, Margaret-Mary, and Tynisha D. Meidl. "Pedagogical Approaches and Service-Learning in Teacher Preparation." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, 1-16. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4041-0.ch001

Export Reference

Mendeley
Favorite

Abstract

As the initial chapter in this volume, the authors set the tone by inviting service-learning practitioners who are situated within teacher education into dialogue regarding the foundational aspects of service-learning as an effective pedagogical approach for preparing pre-service teachers to teach from a culturally responsive stance. In this chapter, practitioners from across the field of teacher education's spectrum, from emerging scholars to veteran service-learning researchers, are encouraged to reflect on the ways they envision and position service-learning. Overall, service-learning is presented as a pedagogical approach involving various partners, including faculty, staff, students, community members, and agencies. This chapter foreshadows the varied methods and approaches contributors to this edited volume employ to strengthen and extend traditional field experiences and, thus, teacher preparation.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.