Pre-Service Teachers' Experience through Community-Engaged Learning in Literacy Method Courses

• In Event: From Campus to Community: Developing Responsive Literacy Educators Through Service and Reflection

Abstract

This study examined the quality of a literacy program for elementary students led by undergraduate pre-service teachers through Community Engaged Learning (CEL) activities. Pre-service teachers, enrolled in literacy method courses, facilitated lessons and activities both in the classroom and on field trips to a college campus. Using self-evaluations, reflective journals, observations, and surveys, this qualitative case study reports preliminary findings on the skills and knowledge gained by both elementary students and pre-service teachers.

Author

• Soo Joung Kim, Saint Michael's College