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Preparing Globally Competent Educators Through Critically Engaging in Service-Learning

Preparing Globally Competent Educators Through Critically Engaging in Service-Learning

Tonya Huber, Elizabeth R. Sanmiguel, Lorena P. Cestou, Mayra L. Hernandez
Copyright: © 2018 |Pages: 23
ISBN13: 9781522540410|ISBN10: 1522540415|EISBN13: 9781522540427
DOI: 10.4018/978-1-5225-4041-0.ch026
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MLA

Huber, Tonya, et al. "Preparing Globally Competent Educators Through Critically Engaging in Service-Learning." 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. 480-502. https://doi.org/10.4018/978-1-5225-4041-0.ch026

APA

Huber, T., Sanmiguel, E. R., Cestou, L. P., & Hernandez, M. L. (2018). Preparing Globally Competent Educators Through Critically Engaging in Service-Learning. In T. Meidl & M. Sulentic Dowell (Eds.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 480-502). IGI Global. https://doi.org/10.4018/978-1-5225-4041-0.ch026

Chicago

Huber, Tonya, et al. "Preparing Globally Competent Educators Through Critically Engaging in Service-Learning." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, 480-502. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4041-0.ch026

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Abstract

As teacher-preparation programs educate and evaluate candidates to become globally competent instructional leaders, special attention should be given to international service-learning. Immersing teacher candidates in real-world experiences beyond their comfort zone is a cornerstone of this theoretical inquiry, including self-reflection strategies grounded on Paulo Freire's liberatory pedagogy for social justice. The research team reviews self- and cultural-awareness experiences, dispositions, and profiles of university teacher candidates, during a semester of curriculum studies affording opportunities to engage in local, local to global, and/or global/international service-learning. The discoveries will inform teacher educators as they develop and strengthen critical inquiry and service-learning components of their own courses.

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