Walk beside Me, Learn Together: A Service-Learning Immersion to a Remote Aboriginal School and Community

Autor/inn/en	Lavery, Shane; Cain, Glenda Belle; Hampton, Patrick
Titel	Walk beside Me, Learn Together: A Service-Learning Immersion to a Remote Aboriginal School and Community
Quelle	In: Australian and International Journal of Rural Education, 28 (2018) 1, (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cain, Glenda Belle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Service Learning; Preservice Teachers; Preservice Teacher Education; Cultural Awareness; Experiential Learning; Indigenous Populations; Indigenous Knowledge; Rural Schools; Elementary Secondary Education; Early Childhood Education; Foreign Countries; Student Attitudes; Program Effectiveness; Teacher Competencies; Australia + Suchen Sie Ihr Suchwort? Service-Learning; Lehramtsstudiengang; Lehrerausbildung; Cultural identity; Kulturelle Identität; Experiental learning; Erfahrungsorientiertes Lernen; Sinti und Roma; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Schülerverhalten; Lehrkunst; Australien
Abstract	The aim of this study was to explore the potential of a service-learning immersion program to promote pre-service teachers' development of cultural competency in the area of Aboriginal education. That is, the research focused on ways the immersion program helped pre-service teachers (a) develop awareness of cultural implications in teaching in a remote school and (b) understand and respect Aboriginal people with a view to reconciliation. The program has operated since 2013 and occurs in a remote Aboriginal school and community in Western Australia. The duration of the immersion is eight days and is open to early childhood, primary and secondary pre-service teachers. The underlying epistemology of the research is constructivist, specifically interpretivist in nature, with a symbolic interactionist lens. That is, the research attempts to 'give voice' to the participants through their own language. Content analysis was the methodology used to explore the pre-service teachers' experiences and perceptions while undertaking their service-learning immersion. Data collection methods included focus group interviews, participant journals and a questionnaire. These data were collected over a four-year span from 2014 to 2017. The findings indicate that the service-learning immersion has enabled pre-service teachers to explore their interests and passion to teach Aboriginal students in both rural and remote locations. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01