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Mentoring Dispositions for Pre-Service and Early Career Special Educators Through Service Learning

Mentoring Dispositions for Pre-Service and Early Career Special Educators Through Service Learning

Michelle Chamblin, Audra Cerruto, Rickey Moroney, Patricia Mason
Copyright: © 2022 |Pages: 39
ISBN13: 9781668438770|ISBN10: 1668438771|EISBN13: 9781668438787
DOI: 10.4018/978-1-6684-3877-0.ch073
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MLA

Chamblin, Michelle, et al. "Mentoring Dispositions for Pre-Service and Early Career Special Educators Through Service Learning." Research Anthology on Service Learning and Community Engagement Teaching Practices, edited by Information Resources Management Association, IGI Global, 2022, pp. 1365-1403. https://doi.org/10.4018/978-1-6684-3877-0.ch073

APA

Chamblin, M., Cerruto, A., Moroney, R., & Mason, P. (2022). Mentoring Dispositions for Pre-Service and Early Career Special Educators Through Service Learning. In I. Management Association (Ed.), Research Anthology on Service Learning and Community Engagement Teaching Practices (pp. 1365-1403). IGI Global. https://doi.org/10.4018/978-1-6684-3877-0.ch073

Chicago

Chamblin, Michelle, et al. "Mentoring Dispositions for Pre-Service and Early Career Special Educators Through Service Learning." In Research Anthology on Service Learning and Community Engagement Teaching Practices, edited by Information Resources Management Association, 1365-1403. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3877-0.ch073

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Abstract

Service learning projects were created and implemented by faculty in the special education unit at Molloy College for pre-service and early career special education teachers. The service learning projects provided an opportunity for faculty to mentor participants in the area of dispositions for teaching through a shared experience outside of the higher education classroom. The projects were conducted in/or with community schools serving the K-12 population and students with disabilities in inclusive settings. It was hypothesized that service learning opportunities would serve as a platform for participants to reflect and to evaluate their dispositions as they act and interact in environments which were multidimensional. The results indicated that this was the case and that participants gained insights into their dispositions when the statements of dispositions were related to an experience. Faculty concluded that a variety of service learning projects provided varied opportunities for participants to exercise beliefs and bring clarity to the term “dispositions for teaching.”

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