Mirrors, Windows, and Doors: Preservice Teachers Lensing Self and Schooling Through (Critical) Service-Learning Reflections

• In Event: Learning Across Varied Field Experiences

Abstract

We explored how PSTs make sense of their service-learning engagement in an undergraduate course in social foundations of education. Leveraging Sims Bishop’s concept of mirrors, windows, and sliding glass doors, we analyzed 14 students’ service-learning journal entries, a final service-learning synthesis paper, and a cultural educational autobiography. Our main claims are: (1) PSTs made sense of their encounters with students and educators in their service-learning sites through the lens of their own schooling experiences; and (2) PSTs drew upon course readings for theory, language, and case studies that supported and challenged their K-12 experiences and their time at their placement sites. Understanding how to better support PSTs in critically reflecting may support better, more justice-oriented teacher education and service-learning collaborations.

Authors

• Lauren Elizabeth Reine Johnson, University of Illinois - Chicago

• Renee Wilmot, Michigan State University

• Joanne E. Marciano, Michigan State University

• Kathleen Schenkel, San Diego State University

• Michelle Snitgen, Michigan State University