Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers
Abstract
Research on literacy tutoring such as working in an after-school reading or writing club, situated as a service-learning project, suggests that such work can foster culturally responsive teaching for prospective teachers by increasing additive perspectives toward students from diverse backgrounds and transforming views of diversity. The purpose of this qualitative study was to document the value of participating in a semester long, field- based university course combined with a service-learning program to enhance prospective teachers’ generative learning of culturally responsive pedagogy. Building on generative learning theories, we identified the ways prospective teachers became more metacogni- tive of their past experiences and beliefs, developed caring relationships, and gained confidence about the positive impact they were having on students’ literacy learning.
Reference
Assaf, L. & López, M.M. (2015). Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research: Theory, Method, and Practice, 64, 323-338.
Journal
Literacy Research: Theory, Method, and Practice
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Ethnographic
- Qualitiative
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Elementary school
- Literacy methods course
Preservice Participants
- Undergraduates in a Reading and Language Arts methods course
Preservice Sample Size
Other Participant Data
Duration of Data Collection
Data Sources
- artifacts
- assignments
- conversations among teacher educators
- Interviews
- lesson plans
- preservice teachers' audit trail
- reflections
- Researcher journals
Data Analysis Tools
- Constant comparative analysis
- Ethnographic analysis
- Interpretive Framework (Erickson, 1986)
Researcher Positionality
- inside (staying their own students)
- Outside (not directly invested in the program or operations)
Research Questions
"In what ways does participating in a service- learning program combined with a field-based teaching course mediates prospective teachers’ generative learning of CRP?" (p. 324).
Is this research question explicit from the manuscript? Yes