fostering social justice through service-learning in early childhood teacher education

Clicks: 269
ID: 160697
2015
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Abstract
As early childhood teacher education programs have begun to place greater emphasis on standards and accountability, there has been less focus on working with the community, and especially working on important social justice issues (Kroll, 2013). In this paper we argue that integrating service-learning and teacher education is a strategy for increasing awareness of social justice issues for young children, age three to grade three. Through the use of questionnaires and interviews to collect our data, we found that implementing a cascading service-learning model in teacher education programs has a positive transformative effect on Pre-Service Teachers. Additionally, we examined the effects of social justice service-learning projects on young children. The results from the data indicated that implementing a social justice service-learning project with these participants had a great impact or transformation on them.
Reference Key
winterbottom2015revistafostering Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Christian Winterbottom;Vickie E. Lake;Elizabeth A. Ethridge;Loreen Kelly;Jessica L. Stubblefield
Journal american journal of ophthalmology case reports
Year 2015
DOI
DOI not found
URL
https://revistas.uam.es/riejs/article/view/371
Keywords
educationspecial aspects of education

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