Potential of Service-Learning to Promote Sustainability Competencies in Pre-Service Teachers: A Case Study

Autor/inn/en	Lasen, Michelle; Tomas, Louisa; Hill, Angela
Titel	Potential of Service-Learning to Promote Sustainability Competencies in Pre-Service Teachers: A Case Study
Quelle	In: Teaching Education, 26 (2015) 4, S.341-365 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2015.1018157
Schlagwörter	Service Learning; Sustainability; Competence; Preservice Teachers; Case Studies; Preservice Teacher Education; Lifelong Learning; Change Agents; Social Change; Social Justice; Citizen Participation; Transformative Learning; Foreign Countries; Content Analysis; Outcomes of Education; Educational Objectives; Australia; Ireland + Suchen Sie Ihr Suchwort? Service-Learning; Nachhaltigkeit; Kompetenz; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung; Life-long learning; Lebenslanges Lernen; Sozialer Wandel; Soziale Gerechtigkeit; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Pädagogische Transformation; Ausland; Inhaltsanalyse; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Australien; Irland
Abstract	This research investigates the potential of service-learning to develop a situated, embodied and critically reflective human agency for sustainability. It employs document analysis to review the intended curriculum and the institutional contexts of national and international cases wherein service-learning is a component of pre-service teacher education. Exploration of intended learning outcomes and project and assessment experiences across three cases reveal the potential of service-learning to develop in pre-service teachers sustainability competencies involving participative action with community partners to achieve agreed-upon outcomes, as well as critically reflective capacities and understanding of how, in their future classrooms, schools and communities, they can serve as adaptive, lifelong learners and agents for social and environmental change. Findings also suggest that explicitly linking service-learning activities, guided by social justice and equity principles, with a (social) sustainability agenda may further validate the utilisation of and investment in service-learning and civic engagement in teacher and higher education settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01