Place-Based Education and Pre-Service Teachers: A Case Study from India

Autor/inn/en	Molyneux, Paul; Tyler, Debra
Titel	Place-Based Education and Pre-Service Teachers: A Case Study from India
Quelle	In: International Journal of Inclusive Education, 18 (2014) 9, S.877-887 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2013.855265
Schlagwörter	Place Based Education; Preservice Teachers; Case Studies; International Studies; Educational Cooperation; College School Cooperation; Instructional Development; Student Experience; Cooperative Planning; Educational Practices; Student Developed Materials; Student Teaching; Lesson Plans; Program Implementation; Foreign Countries; Elementary Secondary Education; Qualitative Research; Australia; India + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Internationaler Studiengang; Education; cooperation; Kooperation; Teaching improvement; Unterrichtsentwicklung; Studienerfahrung; Bildungspraxis; Teaching practice; Unterrichtspraxis; Lesson planning; Unterrichtsplanung; Ausland; Qualitative Forschung; Australien; Indien
Abstract	Case studies of successful place-based education that involve international partnerships are rare. This article reports on an inclusive educational collaboration between pre-service teachers at an Australian university and primary and secondary school-aged children in a slum area of Delhi, India. Encouraged to undertake teaching that affirmed and extended the children's existing linguistic and cultural knowledge, the six teacher candidates collaboratively planned and implemented exemplary programmes geared to the children's interests and needs. This highly inclusive teaching and learning took various forms: a photographic project in the community, the collection of family portraits and stories, a dance and drama performance, and rich conversations on topics ranging from popular culture to politics. Using data drawn from observations of teaching, teacher candidate interviews and written reflections, and artefacts of student learning, this article analyses the processes and outcomes of this highly successful teaching. Essential to the success of this initiative was focused preparation that stressed cross-cultural awareness and sensitivity, a rejection of deficit notions about children and families living in slums, knowledge of Indian socio-political complexities, and a commitment to the building of equitable and ethical relationships with the Indian children and NGO staff. It is anticipated that this analysis will inform further attempts at place-based collaboration in the service of quality education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10