Praxeological Learning: Service-Learning in Teacher Education

Christian Winterbottom, PhD (Editor)
The Ohio State University at Mansfield, University Drive, Mansfield, OH, US

Vickie E. Lake, PhD (Editor)
The University of Oklahoma, Tulsa, OK, US

Series: Education in a Competitive and Globalizing World
BISAC: EDU053000

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With the most recent educational reform through the implementation of the Common Core Standards, Praxeological Learning: Service- Learning in Teacher Education can provide a fresh look at educational transformation through the lens of service-learning in teacher preparation. As Butin (2003) referenced over a decade ago, “service-learning rejects the banking model of education, where the transferences of information from knowledgeable teachers to passive students is conducted in 45-min increments. It subverts the notion of classroom as graveyard – rows and rows of silent bodies – for an active pedagogy committed to connecting theory and practice, schools and community, the cognitive and the ethical.”

The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of social justice. Knowledge of the pedagogy and how to implement it in candidates’ future classrooms and in the community could modify education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this textbook is meant to continue supporting the notion of educational reform. (Imprint: Nova)

Foreword
Valerie Kinloch

Acknowledgments

Introduction
Christian Winterbottom and Vickie E. Lake

Section One: Theory and Research

Chapter 1. Service-Learning + Social Justice = Justice-Learning
Vickie E. Lake, Loreen Kelly (University of Oklahoma, OH, USA)

Chapter 2. Interweaving Communities: The Push and Pull of Literature in Critical Service-Learning Work
Emily A. Nemeth (Assistant Professor, Education, Denison University, Granville, OH, USA)

Chapter 3. Improving Middle Childhood Literacy Skills Through Service-Learning
Brittany Farley (The Ohio State University, OH, USA)

Chapter 4. A Journey of Service-Learning: Three Different Professional Lenses
Nancy McBride Arrington (Georgia Southern University, GA, USA)

Section Two: Implementation

Chapter 5. Praxeological Education: What are the Teacher Perceptions of Service-Learning in Early Childhood Education in Ohio?
Christian Winterbottom, Amy B. Brunell (The University of North Florida, FL, USA, and others)

Chapter 6. Integrating STEM and Service-Learning in a Middle Childhood Classroom
Paige Poffenbaugh and Mellissa Johnson (Ohio State University, OH, USA)

Chapter 7. The Service Engagement Dance: Early Childhood Preservice Teachers and Community Partners
Mary Jane Eisenhauer (Purdue University, North Central, Westville, IL, USA)

Chapter 8. “Choice and Voice”: Critical Service-Learning Lessons from World Humanities
Tamara Butler (Assistant Professor of English Education, Michigan State University, Department of English, East Lansing, MI, USA)

Section Three: Collaboration

Chapter 9. Learning Together: Faculty, Students and Agencies’ Collaboration in Service-Learning
Miranda Lin, Alan Bates (Illinois State University, Normal, IL, USA)

Chapter 10. Service-Learning and Preservice Teachers from a University of Technology in South Africa: Multiple Mediations of Change
Hanlie Dippenaar, Rolene Liebenberg, Vincent Bosman (Department of English, Cape Peninsula University of Technology, Wellington, Cape Town, South Africa, and others)

Chapter 11. The Community Engaged University: Developing an Intergenerational Network of Leadership and Mentoring
Matthew A. Ohlson, Cheryl Gonzalez, Rudolph F. Jamison, Jr. (The University of North Florida, FL, USA)

Chapter 12. Connecting Preservice Teachers’ with Diverse Families through Service-Learning Experiences
Vickie E. Lake, Loreen Kelly, Teresa A. Berg, Susan Patrick (University of Oklahoma, OK, USA)

About the Editors

Index

“The growing interest in service learning activities demands greater attention from academia regarding theory building, research efforts, and practice concerns. This book provides a much-needed platform for advancing scholarship in this area while creating real-world recommendations in applied realms.” - Stephen M. Gavazzi, Ph.D., Dean and Director, The Ohio State University at Mansfield, Professor, Human Development & Family Science, OH

"This book is a welcome addition to the emerging canon of praxeologically inspired texts that seek to promote ethically inclusive participatory research as central feature of educational practice. This is an exciting and pioneering text that sets out a new, challenging and highly motivating offer to those engaging with in-service and pre-service educational training. It offers a valuable reference guide both to key principles of reflective praxis, as well as examples across a broad range of educational practice." - Dr. Martin Needham, Manchester Metropolitan University Academic Division Leader: Education, Professional, and Community Studies

"In this stimulating and provocative book Christian Winterbottom and Vickie Lake have drawn together a diverse range of respected authors, each of whom sets out the case for praxeological learning in teacher preparation. Their book provides readers with an in-depth and informed understanding of learning that relies on democratic and participatory practices with the intention of transforming learning contexts in classrooms and schools, familial spaces and community settings. It promotes a theoretically robust approach that leads to engaging forms of teaching for application in service-learning projects in teaching and in teacher education programs. To do this, the book is designed to provoke and promote critical engagement with the position of each of the authors within the text, supported by a set of Critical Learning Activities and follow up materials (with a developmental website). Individually each chapter provides an insight into reflective and dialogic practice, but collectively they stand as a model of critical thinking and professional praxis. I believe this book will stimulate a deeper level of critical reflection on teacher development, which is informed, evidence based and contextually located, making sense of the real and diverse world of teacher practice. I believe anyone who reads this book will be inspired and motivated to challenge and extend their thinking and professional practice, adopting the critical stance which lies at the heart of quality services for children and families. As such this book should be required reading for students and practitioner teams aiming to develop a learning community to support the development of excellence in their professional practice." - Professor Chris Pascal, Director Centre for Research in Early Childhood (CREC), St Thomas Children's Centre, UK

Foreword

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Introduction

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Chapter 12

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Audience: Teacher educators at all levels who work with preservice teachers from preschool to college. Staff developers and curriculum specialists at school districts.

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