Academic service-learning as a pedagogical tool and strategy: Promoting critical thinking among pre-service teachers
Document Type
Article
Publication Date
7-17-2015
Abstract
This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases discussed reveal that many well-intentioned young education majors' frames of reference about urban education indicate a dissonance of experience. Public urban education in the US is becoming increasingly stratified with teachers representing White, female, middle income backgrounds and resultant perspectives, but public school children in the United States represent families of color and communities that are predominantly poor. AS-L truly promotes critical thinking about teaching and learning, especially when the tensions surrounding difference surface. Findings indicate that pre-service teachers must first overcome bias, negative expectations, and stereotypes before they synthesize the elements of the instructional process that leads to achieving reflective praxis.
Publication Source (Journal or Book title)
Handbook of Research on Advancing Critical Thinking in Higher Education
First Page
171
Last Page
194
Recommended Citation
Barrera, E., & Dowell, M. (2015). Academic service-learning as a pedagogical tool and strategy: Promoting critical thinking among pre-service teachers. Handbook of Research on Advancing Critical Thinking in Higher Education, 171-194. https://doi.org/10.4018/978-1-4666-8411-9.ch008