Welcome to the InfoSci Platform
Service-Learning Field Experiences to Build Intercultural Competence: Teaching and Learning on the U.S.-México Border

Service-Learning Field Experiences to Build Intercultural Competence: Teaching and Learning on the U.S.-México Border

Judith Munter, Beverley Calvo, Laura Irene Dino Morales, Andres A. Oroz
Copyright: © 2018 |Pages: 24
ISBN13: 9781522540410|ISBN10: 1522540415|EISBN13: 9781522540427
DOI: 10.4018/978-1-5225-4041-0.ch005
Cite Chapter Cite Chapter

MLA

Munter, Judith, et al. "Service-Learning Field Experiences to Build Intercultural Competence: Teaching and Learning on the U.S.-México Border." 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. 79-102. https://doi.org/10.4018/978-1-5225-4041-0.ch005

APA

Munter, J., Calvo, B., Dino Morales, L. I., & Oroz, A. A. (2018). Service-Learning Field Experiences to Build Intercultural Competence: Teaching and Learning on the U.S.-México Border. In T. Meidl & M. Sulentic Dowell (Eds.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 79-102). IGI Global. https://doi.org/10.4018/978-1-5225-4041-0.ch005

Chicago

Munter, Judith, et al. "Service-Learning Field Experiences to Build Intercultural Competence: Teaching and Learning on the U.S.-México Border." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, 79-102. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4041-0.ch005

Export Reference

Mendeley
Favorite

Abstract

There is a call today for preparing teachers to reflect on their role as agents for global change, as engaged citizens responsible for helping to create a more equitable society. This chapter explores the transformative potential for the integration of service-learning into field experiences through examination of a bi-national teacher education project located on the U.S.-México border. A primary purpose of this chapter was to examine the ways in which service-learning field experiences enrich and deepen intercultural competence of teacher candidates. Qualitative data, including interview transcripts, reflective essays, and reports were analyzed to determine the extent to which U.S. and Mexican master teachers, graduate students, and teacher candidates' perceptions of their work with transnational learners changed as a result of bicultural, bi-national service-learning field experiences. The findings demonstrate the potential of service-learning for developing intercultural competence in current and future teachers.

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.