A typology of conscious decision making for service-learning field experiences: Labeling practice and identifying praxis
Document Type
Article
Publication Date
3-9-2018
Abstract
In this concluding chapter, the authors, who are service-learning and teacher education scholars, present a typology of service-learning field experiences as a means of considering how and why service-learning field experiences are included as teacher preparation. The typology is a way to examine and inform the critical decision-making process when planning, implementing, and assessing service-learning field experiences. This chapter is a departure from other chapters in this edited volume, but its purpose is to extend the conversations all chapters inspire, which is to include service-learning as a form of community-engaged pedagogy and scholarship that endorses, represents, and promotes culturally responsive practice. The authors presume it is impossible to create a complete and comprehensive taxonomy of service-learning as community-engaged work continues to evolve. The typological structure can be used to identify, define, and describe the nuanced applications salient in service-learning field experiences within teacher education.
Publication Source (Journal or Book title)
Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
First Page
504
Last Page
513
Recommended Citation
Meidl, T., Saal, L., & Sulentic Dowell, M. (2018). A typology of conscious decision making for service-learning field experiences: Labeling practice and identifying praxis. Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 504-513. https://doi.org/10.4018/978-1-5225-4041-0.ch027