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Pedagogical Approaches and Service-Learning in Teacher Preparation

Pedagogical Approaches and Service-Learning in Teacher Preparation

Margaret-Mary Sulentic Dowell, Tynisha D. Meidl
Copyright: © 2021 |Pages: 16
ISBN13: 9781799877066|ISBN10: 179987706X|EISBN13: 9781799877509
DOI: 10.4018/978-1-7998-7706-6.ch015
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MLA

Sulentic Dowell, Margaret-Mary, and Tynisha D. Meidl. "Pedagogical Approaches and Service-Learning in Teacher Preparation." Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, IGI Global, 2021, pp. 222-237. https://doi.org/10.4018/978-1-7998-7706-6.ch015

APA

Sulentic Dowell, M. & Meidl, T. D. (2021). Pedagogical Approaches and Service-Learning in Teacher Preparation. In I. Management Association (Ed.), Research Anthology on Instilling Social Justice in the Classroom (pp. 222-237). IGI Global. https://doi.org/10.4018/978-1-7998-7706-6.ch015

Chicago

Sulentic Dowell, Margaret-Mary, and Tynisha D. Meidl. "Pedagogical Approaches and Service-Learning in Teacher Preparation." In Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, 222-237. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7706-6.ch015

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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.

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