Full Description
Teacher education programs and colleges of education face a multilayered task of preparing teachers to teach in increasingly divergent environments where children of color encompass a significant number of urban school populations. Yet the teaching force remains predominantly white, middle-income, monolingual, and female. Compounding this complex issue, the racial and the socio-economic makeup of many teacher education faculty mirrors the teacher candidate population.
The goal of this handbook is to offer teacher educators a blue print for strengthening and extending traditional literacy field experiences to include service-learning components. As literacy teacher educators, Sulentic Dowell and Meidl demonstrate how teacher education can be transformed to include more authentic, meaningful, and preparatory field experiences. Adding service-learning components expands teacher education to more adequately prepare elementary education candidates to meet children's needs in 21st century, urban elementary classrooms. This handbook considers the need to redefine and reconfigure teacher education in regards to literacy teaching and learning.
Contents
Preface
Acknowledgments
Introduction
Chapter 1: Field Experience and Service-Learning: Preparing Elementary Teachers for 21st Century Urban Challenges
Chapter 2: The Efficacy of Service-Learning Embedded Field Experiences in Urban Teacher Preparation
Chapter 3: Considerations when Cultivating Partners and Establishing Field Experience Placements
Chapter 4: Collaboration and Commitment
Chapter 5: Organizing and Managing a Service-Learning Field Experience
Chapter 6: Embedded Service-learning Components in Educational Field Experience
Chapter 7: Alternative Partners and Placements
Chapter 8: Assessing Service-Learning Field Experiences
Appendix: Service-Learning Resources
Bibliography
About the Authors
