Transforming Teacher Education through Service-Learning provides a fresh look at educational reform through the lens of teacher preparation. It poses the question Why service-learning now? as it discusses the meaningful ways service-learning pedagogy can transform the approaches used to prepare teachers to educate tomorrows children.
The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of diversity. Knowledge of the pedagogy and how to implement it in candidates future classrooms could alter education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this volume is meant to continue support of the notion of educational reform.
Because the vision we hold becomes the reality we experience, it is imperative to consider the questionWhy service-learning now as we adjust teacher preparation programs to promote engaging opportunities for todays youth.
| Acknowledgements |
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| Foreword |
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| Preface: Why Service-Learning Now? |
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Part I Conceptual Frameworks |
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1 Tensions as Catalysts for Transformation: Multidisciplinary Education Faculty Perceptions While Implementing Service-Learning |
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2 Teacher Education as Partnership: Service-Learning and the Audacity of Listening |
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31 | (20) |
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3 Critical Discourse Analysis of Service-Learning Perspectives and Models: Transforming Teacher Education |
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51 | (20) |
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Part II Field Experiences: Providing the Space for Deeper Understanding |
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71 | (48) |
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4 Toward Understanding Effective Community Field Experiences |
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73 | (26) |
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5 Teaching Across the Community. Using Service-Learning Field Experiences to Develop Culturally and Linguistically Responsive Teachers |
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99 | (20) |
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Part III Preservice Teachers Learn Through Tutoring |
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119 | (114) |
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6 Impact of Service-Learning in an Undergraduate Middle School Principles and Practices Class |
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123 | (22) |
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7 Latino/a Preservice Teachers and Community Service-Learning: Justice Embraced, Dodged, and Troubled |
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145 | (34) |
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8 Walking the Walk and Showing How: University Students Learning to Lead Through Service |
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179 | (32) |
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9 Toward a Better Understanding: A 360-Degree Assessment of a Service-Learning Program in Teacher Education Using Stufflebeam's CIPP Model |
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211 | (22) |
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Part IV The Pedagogy of Service-Learning for Implementation in P-12 classrooms |
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233 | (30) |
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10 TeacherCorps: Transforming Teacher Education Through Social Justice, Service-Learning, and Community Partnerships |
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237 | (26) |
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| Final Reflection: The Vision We Hold |
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263 | (2) |
| About the Editors |
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Virginia M. Jagla, National Louis University, USA
Joseph A. Erickson, Augsburg College, USA
Alan S. Tinkler, University of Vermont, USA
