Teaching and Learning with Others
Situated Encounters in Service Learning among Pre-Service Teachers
Bibliographic Data
| ID | 21694680 |
|---|---|
| Authors | Genejane M Adarlo (0000-0002-9047-9195, Ateneo de Manila University, corresponding author), Mary Francis Therese Pelias (Instructional Product Design Department, Rex Bookstore, Inc, Sta. Mesa Heights, Quezon City, Philippines) |
| Year | 2021 |
| Volume | 49 |
| Issue | 2 |
| Pages | 177-202 |
| Publication date | 2021-03-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia-Pacific Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 1359-866X • E-ISSN: 1469-2945 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1359866x.2020.1789910 |
| OpenAlex | W2568832843 |
| Language | EN |
| Citations received | 6 |
| References cited | 67 |
Service learning, as a pedagogical approach, can offer situated encounters or critical incidents for pre-service teachers to make sense of their professional identity in relation to others and the wider community. However, additional research is still needed to ascertain how teacher identity can arise from these situated encounters. Hence, this ethnographic case study looks at the emerging teacher identities of pre-service teachers by examining their service learning experiences in a literacy programme for pre-school children from an urban poor community in the Philippines. Specifically, constructs of teacher’s roles, understandings of the goals of education, sense of self-efficacy, and identification to the teaching profession are explored from their situated encounters in a literacy programme. The relevance of reflection and mentoring during the teaching-learning process of service learning is likewise considered. Thematic analysis of observation notes, submitted portfolios, and interview transcripts revealed how pre-service teachers can learn more about themselves and their pivotal role in society particularly when their service learning is deliberately oriented towards social justice. Such findings on these situated encounters in service learning can provide valuable insights as to how a social justice approach to service learning is important to curriculum design and implementation of teacher education
Curriculum · Literacy · Mathematics education · Pedagogy · Service-learning · Situated · Situated learning · Sociology · Computer Science · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Service-Learning and Community Engagement
Engaging Community, Expanding Consciousness
The influence of community social capital on pre-service teachers’ career calling
Project-based learning via school-university collaboration
Ready, or not? Graduate teachers’ perceptions of their classroom readiness through a capstone assessment task
Service-learning in physical education teacher education
Belief, attitude and critical understanding. A systematic review of social justice in Service‐Learning experiences
Where's the Learning in Service-Learning?
Developing critically reflective practice
The development of student teachers’ professional identity
Becoming a teacher
Teacher Education And The Development Of Professional Identity
Narrative construction of teacher identity
Case Study Research
Understanding teacher identity
Why should I be grateful? The morality of gratitude in contexts marked by injustice
Compassion Development in Higher Education
Negotiating Teacher Identity
Compassion
Teachers' Professional Development from the Perspective of Teaching Reflection Levels
Is everyone really equal? An introduction to key concepts in social justice education
Enhancing Cultural Humility Through Critical Service-Learning in Teacher Preparation
How to Conduct a Mini-Ethnographic Case Study
Teacher education for social justice
Conceptualizing identity, learning and social justice in community-based learning
Reconsidering research on teachers’ professional identity
Good and Just Teaching
Reflection
Won’t Somebody Think of the Children?’ Emotions, child poverty, and post-humanitarian possibilities for social justice education
Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research
Linking Ways of Knowing with Ways of Being Practical
What Teacher Candidates Learned About Diversity, Social Justice, and Themselves From Service-Learning Experiences
Ensuring Rigor in Qualitative Data Analysis
Thematic Analysis
| Unique citing works | 6 |
|---|---|
| Citations per year | 2 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |