Teaching and Learning With Others: Situated Encounters in Service-Learning Among Preservice Teachers

• In Event: Community-Based Collaborations to Diverse Field Experiences

Abstract

Service learning, as a pedagogical approach, can offer situated encounters for pre-service teachers to make sense of their professional identity in relation to others and to the wider community. However, additional research is still needed to look into the teaching-learning process that occurs in service learning so as to account for the teacher identity emerging from these situated encounters. In this study, the field experiences of pre-service teachers in a literacy program for indigent children from an urban community were investigated not only to examine constructs of teacher’s roles, understandings of the goals of education, sense of self-efficacy, and identification to the teaching profession but also to look at the relevance of reflection, feedback, and mentoring in the teaching-learning process.

Author

• Genejane Monroy Adarlo, University of Hong Kong