ERIC Number: EJ819674
Record Type: Journal
Publication Date: 2006-Feb
Abstractor: As Provided
Reference Count: 22
Teacher Modeling of Active Citizenship via Service-Learning in Teacher Education
Ethridge, Elizabeth A.
Mentoring & Tutoring: Partnership in Learning, v14 n1 p49-65 Feb 2006
A cacophony of voices is continuing to place mandates on education and yet the voices of teachers are seldom heard. Teacher education can attempt to address this issue by facilitation of advocacy experiences via service-learning. The experiential and transformative nature of service-learning is illustrated through three case studies in which graduate students, namely in early childhood education, address educational issues such as class size reduction, Universal Pre-K and the "No child left behind Act," through self-determined advocacy efforts in early childhood education courses. The seven elements of service-learning include integrated learning, student voice, high quality service, civic responsibility, collaboration, reflection and evaluation. These elements serve as a framework for structuring the data collected from students' written reflections. Selective highlighting is utilized to generate the emergent themes from the data. In these case studies, the students who engaged in advocacy efforts through service-learning experienced transformations in their own perceived empowerment, the value of their voice, and their commitment to continued advocacy efforts.
Descriptors: Graduate Students, Education Courses, Early Childhood Education, Advocacy, Case Studies, Service Learning, Teacher Empowerment, Student Journals, Equal Education, Class Size, Federal Legislation, Citizenship Responsibility, Teacher Education Programs, Thematic Approach
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001