ERIC Number: EJ1143164
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Toward Self-Authoring a Civic Teacher Identity: Service-Learning in Teacher Education
McLean, Lorna R.; Truong-White, Hoa H.
McGill Journal of Education, v51 n3 p1081-1101 2016
Previous scholarship has examined how teachers' civic knowledge and conceptions of citizenship influence their goals, pedagogical practices, and confidence in teaching citizenship, but few studies have probed how teacher candidates develop identities as civic educators through community service-learning projects. This case study draws upon Baxter Magolda's framework of self-authorship to investigate how teacher candidates in a Canadian university began to self-author their identities as civic educators through their experience of developing and delivering citizenship learning modules to youth through a community-based project. Our qualitative analysis of the data indicates that participating in change-oriented service-learning can lead teacher candidates to challenge their assumptions about youth engagement, increase their sense of self-efficacy as civic educators, and, to some extent, develop an awareness of self in relation to others.
Descriptors: Teacher Education Programs, Service Learning, Preservice Teacher Education, Professional Identity, Case Studies, Student Projects, Qualitative Research, Citizen Participation, Pretests Posttests, Transcripts (Written Records), Transformative Learning, Student Development, Self Efficacy, Training Methods, School Community Programs, Foreign Countries, Grounded Theory
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A