Constructing a critical professional identity among teacher candidates during service-learning

Dvir, Nurit; Avissar, Ilana

doi:10.1080/19415257.2013.818573

Cited by 17 publications

(11 citation statements)

References 20 publications

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“…Similar results were identified in Dvir and Avissar's (2014) case study of a learning programme meant to develop critical professionals in education. They found that participation in a critical reflection learning programme allowed candidates to learn about different cultures and perspectives within the communities they served.…”

Section: Discussionsupporting

confidence: 84%

‘Accept the change and enjoy the range’: applications of the Circles of Change methodology with professionals who support early childhood educators

Macfarlane

Lakhani

Cartmel

et al. 2015

Professional Development in Education

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Section: Discussionsupporting

confidence: 84%

‘Accept the change and enjoy the range’: applications of the Circles of Change methodology with professionals who support early childhood educators

Macfarlane

Lakhani

Cartmel

et al. 2015

Professional Development in Education

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“…This participant also noted important connections between her experiences and learning in an applied setting and her understanding of theory. These examples of learning to more fully understand others, to recognize the diversity of experiences, and the humanity of "the other" resonate with findings from other studies of service learning, which have emphasized the importance of these experiences for civic education, moral development, and social understanding (Dvir & Avissar, 2013;Jones & Abes, 2004;Youniss & Yates, 1997).…”

Section: Moving Beyond Stereotypessupporting

confidence: 53%

“…The findings that participants learned to see others as more fully human provide further support to a growing body of research demonstrating the importance of experiential community-based learning experiences for identity development, moral development, and civic education (Dvir & Avissar, 2013;Jones & Abes, 2004;Youniss & Yates, 1997). In our view, learning to see other people from vulnerable and marginalized groups as fully human is critically important-not only for students who are pursuing careers in the social and human services but for everyone.…”

Section: Discussionmentioning

confidence: 95%

“…While our third-year practicum is a 12 hour/week placement over the course of a semester, prior research has demonstrated that even less intensive service learning experiences can lead to significant changes in students' understanding of others and themselves. For example, Jones and Abes (2004) and Dvir and Avissar (2013) both found that service learning experiences that were three hours per week impacted on students' perceptions of others and facilitated identity development. While we do not yet understand what an optimal "dose" of community-engaged experiential learning would be, an introductory service learning experience earlier in students' program would likely be an important step for deepening students' critical awareness of others and fostering development of self and identity.…”

Section: Discussionmentioning

confidence: 99%

“…The research literature provides convincing evidence of the value of these kinds of learning opportunities, not only for students' academic learning, but also for civic education, moral development, and the development of identity (e.g. Batchelder & Root, 1994;Dvir & Avissar, 2013;Jones & Abes, 2004;Youniss & Yates, 1997). Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of experiential community-based learning opportunities.…”

mentioning

confidence: 99%

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Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course

Cairney¹,

Breen

2017

cjsotl-rcacea

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Experiential community-based learning is used for academic purposes, as well as to promote students’ civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning. In this study we examine students’ learning in a third year undergraduate practicum course in the human services through the lens of narrative identity theory. Nine students (ages 20-26) who had recently completed the practicum course completed a semi-structured interview focusing on the story of their practicum experience and their changing conceptions of self and others. Results of thematic analyses suggest that students experienced important shifts in their understanding of self and others and their learning occurred through engagement with others’ stories. Students who worked with vulnerable populations reflected on the biases and stereotypes they held prior to their practicum experience and described developing new insights into the experiences and social realities of marginalized others. Experiences of discomfort/disorientation and active-engagement in reflective meaning-making were critical to students’ learning. We discuss implications for incorporating narrative in teaching and learning. On a recours à l’apprentissage par l’expérience en milieu communautaire à des fins académiques, ainsi que pour encourager l’éducation civique, le développement moral et le développement de l’identité des étudiants. Les récents développements dans la théorie de l’identité narrative pourraient avoir des implications importantes pour enrichir notre compréhension de la manière dont l’apprentissage se réalise dans le contexte de l’apprentissage en milieu communautaire. Dans cette étude, nous examinons l’apprentissage des étudiants dans un stage pratique de troisième année au premier cycle dans le domaine des ressources humaines à travers la lorgnette de la théorie de l’identité narrative. Neuf étudiants (âgés de 20 à 26 ans) qui avaient récemment terminé le stage ont complété une entrevue semi-structurée concentrée sur leur expérience au cours du stage et sur les changements survenus dans leurs conceptions de soi et d’autrui. Les résultats des analyses thématiques suggèrent que les étudiants ont fait l’expérience de changements importants dans leur compréhension de soi et d’autrui et que leur apprentissage s’est réalisé grâce à leur engagement dans les histoires d’autrui. Les étudiants qui ont travaillé avec des populations vulnérables ont réfléchi à propos des préjugés et des stéréotypes auxquels ils adhéraient avant le stage et ils ont décrit comment ils avaient développé de nouvelles perspectives sur les expériences et les réalités sociales des personnes marginalisées. Les expériences d’inconfort et de désorientation ainsi que l’engagement actif dans la recherche de la signification ont constitué des éléments essentiels dans l’apprentissage des étudiants. Nous discutons les implications qu’il y aurait à incorporer les récits descriptifs dans l’enseignement et l’apprentissage.

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The European Foreign Language Teacher Training Programme: A Comprehensive Proposal

Río

2020

Advances in Intelligent Systems and Computing

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Constructing a critical professional identity among teacher candidates during service-learning

Cited by 17 publications

References 20 publications

‘Accept the change and enjoy the range’: applications of the Circles of Change methodology with professionals who support early childhood educators

‘Accept the change and enjoy the range’: applications of the Circles of Change methodology with professionals who support early childhood educators

Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course

The European Foreign Language Teacher Training Programme: A Comprehensive Proposal

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