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ERIC Number: EJ793740
Record Type: Journal
Publication Date: 2007
Pages: 15
Abstractor: Author
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0162-6620
Negotiating Pedagogy Development: Learning to Teach Writing in a Service-Learning Context
Kelley, Karen S.; Hart, Steven; King, James R.
Action in Teacher Education, v29 n2 p94-108 2007
Research has called for courses to be developed that provide preservice teachers opportunities to actively engage their pedagogies under construction in order to effectively translate their beliefs into sound instructional practice. This article presents research that examined how a service-learning writing tutoring program affected preservice teachers' pedagogy of writing instruction. Students enrolled in the course Teaching Writing in Elementary School spent an hour each week during a semester at a local community center working as writing tutors with elementary students. The service-learning experience represented a "third space" of interaction, where course requirements and children's needs converged. The preservice teachers experienced pedagogical dissonance as they experienced tension in "working the hyphen" between the service and the learning. A negotiation model emerged from the preservice teachers' experiences, which this article shares and explains through the description of three preservice teachers' experiences. Learning how to negotiate this tension may provide preservice teachers with the skills to work as third-space practitioners when faced with similar challenges as future educators. (Contains 1 table and 4 figures.)
Rowman & Littlefield Education. Journal Subscriptions, 15200 NBN Way, Blue Ridge Summit, PA 17214. Tel: 800-273-2223; Fax: 800-338-4550; e-mail: journals@rowman.com; Web site: http://www.rowmaneducation.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A