Toward Self-Authoring a Civic Teacher Identity: Service-Learning in Teacher Education

McLean, Lorna R.; Truong-White, Hoa

doi:10.7202/1039629ar

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…On the other hand, the improvement of character aspects and emotional skills is considered an important prerequisite for teaching. (Mclean & Truong-White, 2016). The 83% of the articles analyzed, has future teachers as studied population.…”

Section: Discussionmentioning

confidence: 99%

Teacher’s transformation in Service-Learning training and experience: a Review of Literature

Taub

2023

Form@re

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This paper presents a review of literature researched with the aim to highlight the relationship between the educational proposal of Service-Learning and teachers and educators, in terms of personal and professional transformation. This review took place during the first explorative part of a doctoral study. The research was conducted using four different databases (Eric, Web of Science, Scopus and the university of Florence library system, SBA Unifi). The software used for it was Endnote. The 58 full-text papers included (60 studies), show three categories detected: the most numerous is the category of future teachers (n=49); few studies concern in-service teachers (n=4), while seven studies concern both the two categories. Educators are totally absent by the results. Analyzing the main findings of each study, the transformative potential of SL is in evidence. La trasformazione dei docenti mediante la formazione e l’esperienza del service-learning: una revisione della letteratura. Questo contributo presenta una revisione della letteratura, effettuata allo scopo di evidenziare la relazione tra la proposta educativa del Service-Learning (SL) e docenti e educatori, in termini di trasformazione personale e professionale. La revisione si colloca nella prima fase esplorativa di un progetto di dottorato. La ricerca è stata effettuata utilizzando quattro differenti database (Eric, Web of science, Scopus, e il portale del sistema bibliotecario di ateneo, lo SBA dell’Università di Firenze) mediante l’utilizzo del software Endote. I 58 articoli esaminati, contenenti 60 studi, mostrano tre categorie di studi: la più numerosa riguarda studi su futuri docenti (n=49); pochi studi hanno riguardato docenti in servizio (n=4), mentre sette studi hanno riguardato entrambe le tipologie di docenti. Gli educatori risultano assenti dai risultati della revisione. Analizzando i principali risultati di ogni singolo studio, si evidenzia la potenzialità trasformativa del SL.

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Section: Discussionmentioning

confidence: 99%

Teacher’s transformation in Service-Learning training and experience: a Review of Literature

Taub

2023

Form@re

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“…While a few studies exist documenting teacher demographics and professional identity, identity within history teaching (Young & Erikson, 2011) and civic identity (Mclean & Truong-White, 2016), studies focused specifically on the nature of elementary social studies instruction are wanting in the literature. Further, there is also a dearth of studies documenting the precise contextual factors contributing to teacher identity development (Beauchamp & Thomas, 2009).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

"Stay Calm and Be a Tree": Teacher Identity and Elementary Social Studies

Heafner¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Aspiring to promote meaningful civic education, teachers may find themselves at odds with other goals of accountability-driven school environments, creating contexts in which ambitious teaching is looked to as the answer to instilling democratic citizenship in students. However, even well-intentioned teachers find oppositional dilemmas that uproot their curricular value and unravel professional identities. The purpose of this study is to describe through the experiences of an elementary school teacher trained in history who identified as a social studies teacher, as she transitioned from a self-contained, third grade classroom to a fifth grade standalone social studies position designed specifically for her. Findings reveal the important role teacher identity plays in orientations toward and instructional decisions within social studies.

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“…Volunteer opportunities, sometimes defined as service learning or required as weak evidence of community engagement, are taken for granted as valuable, and sometimes are even at the heart of teacher preparation (Lampert, 2020). Some volunteerism is often included in ITE programs, and there is an extensive literature that supports the idea that there is “a significant and often long-term impact of service-learning on civic responsibility and participation” (McLean & Truong-White, 2016, p. 1083). This candidate illustrated the common connection made in the EOIs between volunteerism and teaching:In high school, not only did I see my teachers in class, but they volunteered a lot of unpaid time with extracurricular activities such as musicals and music/band nights .…”

Section: Introductionmentioning

confidence: 99%

Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy

Lampert

Browne

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In this article, we draw on Villegas’s explanations of beliefs as precursors to social justice dispositions and Mills et al.’s Australian research about social justice dispositions as either affirmative or transformative. These conceptual positions assist us in understanding the beliefs that are derived from applicants’ schooling and life experiences. Purpose of Study: The article reports on how 46 candidates applying for an Australian equity-oriented initial teacher education (ITE) program described their backgrounds and beliefs around social justice. The purpose of the research is to understand starting point beliefs in order to design a strongly democratic teacher education program for historically hard-to-staff schools. Setting: Expressions of interest were analyzed from applications to an Australian ITE program designed to prepare teachers for hard-to-staff urban and rural secondary schools in Victoria, Australia. Research Design: This research is a qualitative critical discourse analysis. Our initial activity involved grouping statements using the following five codes: their firsthand, personal backgrounds of disadvantage; their secondhand experience with disadvantage, such as seeing racism from afar or volunteering; their belief statements about equity or social justice; their deficit positions or stereotypes; and their overtly activist statements. Findings/Results: Finding that some of these discourses were much more common than others, we were able to examine applicants’ social justice discourses more deeply. We contend that democratic discourses can be seen on a kind of continuum, with weaker (or thinner) and stronger versions. In general, a weaker version of equity includes generic inclusive beliefs about everyone being equal, whereas a stronger version demonstrates a more complex understanding of social inequities and a commitment to changing systems rather than individuals. Within each category, there were glimpses of weaker and stronger activist experiences and beliefs that we consider precursors to strong social justice or democratic teacher dispositions. Conclusions/Recommendations: Rather than determining selection into the program, the candidates’ social justice statements made in their expressions of interest (EOIs) became starting points to design a program that prepares teachers who are knowledgeable agents of social change. Their statements guided us to understand these starting points in relation to how the candidates narrated their backgrounds, experiences, and beliefs, and enabled us to better explore how social justice is interpreted.

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Toward Self-Authoring a Civic Teacher Identity: Service-Learning in Teacher Education

Cited by 5 publications

References 35 publications

Teacher’s transformation in Service-Learning training and experience: a Review of Literature

Teacher’s transformation in Service-Learning training and experience: a Review of Literature

"Stay Calm and Be a Tree": Teacher Identity and Elementary Social Studies

Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy

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