The Benefits for Teacher Educators Participating in Pure Service-Learning
Keywords:â€œpureâ€ service-learning, pre-service teachers, MotherScholar, multicultural
AbstractThis study examines the benefits realized when three teacher educators take on the role ofÂ â€œlearnerâ€ in a â€œpureâ€ service-learning context, where service to communities comprises theÂ intellectual core of the course (Heffernan, 2001). The â€œpureâ€ service-learning model focused onÂ teaching a community writing workshop for students ranging from ages 12 to 21. The qualitativeÂ study interweaves the narratives of our personal journeys and evidence of professional impactsÂ to demonstrate how engaging in service-learning as learners (rather than just facilitating theÂ service-learning experience as faculty members) equipped us to support authentic and effectiveÂ instruction of pre-service teachers. Collaborative autoethnographic methods were used to examineÂ our daily journaling throughout the workshop experience and to analyze the transcripts of theÂ self-conducted, post-workshop focus group. Critical examination of our experiences as learners inÂ a service-learning experience enabled us to find our authentic teacher voices in a non-traditionalÂ classroom setting, inspired us to better prepare our pre-service teachers for civic engagement,Â and enabled us to make meaningful connections in our MotherScholar livesâ€”a merging of ourÂ identities and responsibilities that span our personal and professional spaces.
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How to Cite
Burrow, L. E., Cross, C. J., & Olson Beal, H. K. (2019). The Benefits for Teacher Educators Participating in Pure Service-Learning. International Journal of Research on Service-Learning in Teacher Education, 6, 1-14. Retrieved from https://ijrslte.journal.library.uta.edu/index.php/IJRSLTE/article/view/70
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