From Campus to Classroom: Teacher Candidates Bringing Community-Based Learning Theory to Life

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 2
  In Roundtable Session: Experiential Education and Community Engagement: Scholarship and Practice SIG Roundtable 3

Abstract

This study examines Community-Based Transformational Learning (CBTL) within a clinically embedded teacher residency program, exploring its ability to foster constructivist, equity-driven pedagogies. Following the closure of a local school and YMCA, ten preservice teachers co-developed interdisciplinary, standards-aligned lessons addressing community needs. Grounded in constructivist and sociocultural theories, this mixed-methods inquiry analyzed pre/post surveys, interviews, and instructional artifacts. Findings revealed growth in pedagogical knowledge, instructional confidence, and professional identity centered on collaboration and advocacy. CBTL supported a shift from theory to practice, enabling residents to design culturally responsive, justice-oriented instruction. The study offers a replicable model that positions educators as both instructional designers and civic agents, aligning with AERA’s 2026 theme on equity and community vitality.

Authors

• Christian Winterbottom, University of North Florida

• Caran Mullins, Duval County Public Schools