Using Service-Learning as a Low-Risk Practice to Develop Critical Pedagogy Awareness and Growth in Early Childhood Teacher Candidates

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-3 - The Role of Service-Learning in Teacher Preparation

Abstract

This case study examines complex settings experienced by early childhood (EC) teacher candidates (TCs) completing various coursework activities meant to develop their awareness of and growth in critical pedagogy (CP) understanding and commitment throughout a teacher education program. The study focuses on comparisons and evaluations made by eighteen ECTCs about Service-Learning (S-L) activities in various community settings as part of their field experience requirement for a methods course (Course L) and a variety of other instructional practices used in other EC courses. The overarching goal of this study is to inform teacher educators about low-risk practices that encourage and do not threaten ECTCs' emerging transformation into critical pedagogists.

Author

• Lauren E Burrow, Stephen F. Austin State University