Teacher Education, Community Service Learning and Student Efficacy for Community Engagement

Abstract

The diversity of student backgrounds and the increasing number of school students from low socio-economic areas requires teachers to have an understanding of students' worlds and to be committed to social justice both within school structures and curriculum as well as in the life of the wider community. In this context, community service learning for teacher education students is becoming increasingly important. Social engagement with marginalised people, however, such as that experienced during community service learning, can be confronting for students as it is usually outside their previous life experience. This article examines the role of community service learning within teacher education nationally and internationally. First, the article focuses on national and international perspectives regarding community engagement, teacher education and service learning. Next, the article describes three Australian case studies of community service learning as purposeful workplace learning. Finally, the article reports findings relating to student teachers' efficacy for community engagement from one of these case study sites. The article proposes that the role of community service learning must be at the centre of debates about how teacher education should be reformed. Further, the article argues that community engagement of staff and students is also an expression of the corporate citizenship of the university.

Exploring the Value of Service-learning on Pre-service Teachers

“…Service-learning has been used in universities in Canada and the United States for more than a decade, and more recently in universities in the United Kingdom, Europe, and Australia (Butcher et al, 2003;Campus Compact, 2009;Carrington, Mercer, & Kimber, 2010;Lavery, 2009;Le Grange, 2007;Skinner & Chapman, 1999;Stamopoulus, 2006;Stanton, Giles, & Cruz, 1999). The practice is a versatile and diverse activity used in a broad range of educational settings, where educators aim for students to have meaningful and confrontational learning experiences (Carrington, & Saggers, 2008).…”

Wider Professional Experiences: The value of Pre-service Teachers Learning in Wider Contexts

“…Prospective teachers for rural areas need to develop an understanding of the links between the classroom, the school, and the wider rural community -a different set of issues from those that the traditional models of a teaching practicum can provide. (White & Reid, 2008, p. 5) Butcher et al (2003) argue for the positioning of community engagement at the centre of debates about how teacher education should be reformed, noting that pre-service teachers' efficacy for community engagement is an antecedent to their ability to participate effectively within future school communities. There is a clear imperative to ensure pre-service teachers are personally and professionally prepared to address the needs of communities in which they begin their teaching career (Ferfolja, Whitton & Sidoti, 2010;White & Reid, 2008).…”

One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

“…Both curriculum-relevant and extra-curriculum service learning activities that are discussed above have seen the interns interact with AMEP learners, listening to their life stories, both sad and happy ones, sharing with them ESL learning experience. This enables them to communicate with a wide range of diverse communities, particularly those marginalized ones (Butcher et al, 2003). There is also evidence that classroom teachers' intercultural awareness helps establish cooperative working relationships and transform the learners (De Costa, 2010).…”