Negotiating the dilemmas of community‐based learning in teacher education

Johnston, Robbie; Davis, Rob

doi:10.1080/10476210802436492

Cited by 10 publications

(2 citation statements)

References 13 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Palacios and Chapetón (2014), "when EFL class activities are related to students real lives, they feel motivated, committed, and willing to take an active part in the class as it becomes enjoyable and meaningful" (p. 27). Also, Johnston and Davis (2008) support the idea that a community based pedagogy can guide teachers to use teaching principles that encourage students to learn best when learning is related to their communities and practices outside of the classroom.…”

Section: Community Based Pedagogiesmentioning

confidence: 71%

Implementing a community-based project in an EFL rural classroom

Saenz

Florez

Gómez

et al. 2018

Colomb. appl. linguist. j

View full text Add to dashboard Cite

Educational work within a social perspective has been a matter of interest and discussion of researchers and teachers whose work is framed within a pedagogy for social justice, community pedagogies, and critical literacy (Comber & Kamler, 2004). A social perspective to education requires that teachers in rural and urban contexts become socially and culturally committed to addressing the learning needs of EFL in classrooms. This article shares the outcomes of the experience of five pre-service teachers who explored a local community of a Colombian rural school with a group of 36 ninth-grade EFL students. The pre-service teachers crafted a project-based curriculum taking the community as the content that would empower the students to explore social and cultural aspects of their community while promoting their EFL learning. Data were collected during the four-month period of the pedagogical intervention through interviews, observations and students’ and teachers’ written reflections. The high school students carried out a series of tasks aimed at raising their awareness about their identity, questioning their surroundings and increasing their self-confidence while using their knowledge of English. Results suggest that a curriculum that integrates the community as content empowered students to learn and reflect upon their learning process while facilitating their participation and inquiring about their own social and cultural reality.

show abstract

Section: Community Based Pedagogiesmentioning

confidence: 71%

Implementing a community-based project in an EFL rural classroom

Saenz

Florez

Gómez

et al. 2018

Colomb. appl. linguist. j

View full text Add to dashboard Cite

show abstract

“…The sources taken from the local context, in this case the community, are starting points for teaching and learning that enrich the language curriculum (Clavijo & Sharkey, 2011). Thus, Johnston and Davis' (2008) ideas about the community as source for learning give strong support to this idea. In this way, they suggest that "students learn best when learning connects strongly with communities and practice beyond the classroom [by interacting with] local and boarder communities and community practices" (p. 353).…”

Section: Community Based Pedagogiesmentioning

confidence: 91%

Collaborative Inquiry in the EFL Classroom: exploring a school related topic with fifth graders

Gutiérrez

2018

Colomb. appl. linguist. j

View full text Add to dashboard Cite

This action research study reports an inquiry based learning process in which fifth graders worked collaboratively by examining a local topic (free school snack) from their school context. Collaborative inquiry was used as a way to promote elementary students’ reflections in the EFL classroom drawing on Vygotsky’s ideas about learning mediated by social and material contexts (Lee & Smagorinsky, 2000). The EFL curriculum was organized around students’ communities and realities as relevant resources for language learning (Sharkey, Clavijo & Ramirez, 2016). Lessons were organized around students’ knowledge about the free daily snack that school provides to all children and what they wanted to learn about the topic. In this sense, Dewey’s (1997) idea of learning as experience was implemented through an inquiry curriculum with students. Findings suggest that through a classroom project, fifth graders developed inquiry skills and digital, visual, oral, and written literacies while learning together through collaboration. Inquiring in the language classroom evidenced the use of languages (Spanish and English) as the means to learn about meaningful content beyond English grammar lessons. It also led to individual reflections about the challenges of working together as well as about school coexistence understood as the way all the members of an educational community relate to each other.

show abstract

Critical Voices in Teacher Education

Down¹,

Smyth²

2012

Explorations of Educational Purpose

View full text Add to dashboard Cite

Negotiating the dilemmas of community‐based learning in teacher education

Cited by 10 publications

References 13 publications

Implementing a community-based project in an EFL rural classroom

Implementing a community-based project in an EFL rural classroom

Collaborative Inquiry in the EFL Classroom: exploring a school related topic with fifth graders

Critical Voices in Teacher Education

Contact Info

Product

Resources

About