Generative Learning in a Service-Learning Project and Field-Base Teacher Education Program: Learning to Become Culturally Responsive Teachers

Autor/inn/en	Assaf, Lori Czop; López, Minda Morren
Titel	Generative Learning in a Service-Learning Project and Field-Base Teacher Education Program: Learning to Become Culturally Responsive Teachers
Quelle	In: Literacy Research: Theory, Method, and Practice, 64 (2015) 1, S.323-338 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336915617578
Schlagwörter	Service Learning; Culturally Relevant Education; Literacy; Learning Theories; Qualitative Research; Teaching Methods; Tutoring; Clubs; Literacy Education; Preservice Teachers; Course Descriptions; Teacher Education; Metacognition; Student Attitudes; Caring; Self Efficacy; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Service-Learning; Alphabetisierung; Schreib- und Lesefähigkeit; Learning theory; Lerntheorie; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht; Club; Klub; Kursstrukturplan; Lehrerausbildung; Lehrerbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Care; Pflege; Sorge; Betreuung; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Research on literacy tutoring such as working in an after-school reading or writing club, situated as a service-learning project, suggests that such work can foster culturally responsive teaching for prospective teachers by increasing additive perspectives toward students from diverse backgrounds and transforming views of diversity. The purpose of this qualitative study was to document the value of participating in a semester long, field-based university course combined with a service-learning program to enhance prospective teachers' generative learning of culturally responsive pedagogy. Building on generative learning theories, we identified the ways prospective teachers became more metacognitive of their past experiences and beliefs, developed caring relationships, and gained confidence about the positive impact they were having on students' literacy learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01