ERIC Number: EJ1082505
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 45
Empowerment through Pedagogy: Positioning Service-Learning as an Early Childhood Pedagogy for Pre-Service Teachers
Winterbottom, Christian; Mazzocco, Philip J.
Early Child Development and Care, v185 n11-12 p1912-1927 2015
Over the past decade early childhood education (ECE) teachers have faced increasing pressures to implement standardised tests in order to secure external validation and funding. In response, many teacher education programmes now focus heavily on positivistic training approaches, as opposed to more developmentally appropriate pedagogies [Winterbottom, C., & Lake, V. E. (2013) "Cultivating leadership and responsibility in children." "Exchange," 5, 36-39]. In this study, we examined the effectiveness of an alternative, service-learning training approach based upon constructivist principles in Ohio. Specifically, 120 students in a university teacher education programme participated in semester-long service-learning group-based projects. Post-project assessments indicated remarkably positive student reactions to their experience in ways that relate to important pedagogy-related goals. We conclude with a recommendation to incorporate service-learning methodology into teacher training programmes.
Descriptors: Service Learning, Early Childhood Education, Preservice Teacher Education, Preservice Teachers, Training Methods, Constructivism (Learning), Cooperative Learning, Student Attitudes, Participant Satisfaction, White Students, Questionnaires, State Standards, Cluster Grouping, Focus Groups, Interviews
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Ohio