The multidimensionality of multicultural service learning: The variable effects of social identity, context and pedagogy on pre-service teachers’ learning

Trends in Higher Education Service-Learning Courses for Pre-Service Teachers: A Systematic Review

“…The selected research predominantly utilized S-L programs designed as components of various core curricula university courses, such as inclusive education and diversity courses (Conner, 2010;Carringtonm & Selva, 2010), introductory or capstone pedagogical courses (Chang, Anagnostopoulos & Omae, 2011;Coffey, 2010;Trauth-Nare, 2015;Sletto, 2010;Power, 2013), methods of teaching courses (Cone, 2012;Iverson & James, 2010;Kim, 2012), pedagogical research courses (Wallace, 2013), art education courses (Whiteland, 2013), thus corroborating the flexibility of S-L as a powerful curricular tool. Out of the total 15 approaches, 2 scholars designed the S-L experience as a summer program: a summer arts-based S-L with Australian Aboriginal people as beneficiaries (Power & Bennet, 2015) and a summer enrichment mentoring S-L program for developing pedagogical skills (Green, 2011).…”

“…Nevertheless, all studies included in the current qualitative synthesis are student-centred, focusing mainly on enhancing the preservice teachers' authentic learning experience (Green, 2011;Power & Bennet, 2015;Wallace, 2013) and their level of positive attitudes (Chang, Anagnostopoulos, & Omae, 2011;Carringtonm & Selva, 2010;Cone, 2012;Kim, 2012), as well as to ease the transition into practice per se (Coffey, 2011). Table 1 summarizes the subordinate enhancement aims which ranged from positively influencing students' assumptions or negative stereotypes (Conner, 2010) to increasing retention and learning success (Naidoo, 2012), enhancing critical thinking (Carringtonm & Selva, 2010), self-efficacy (Trauth-Nare, 2015), civic efficacy (Iverson & James, 2010;Naidoo, 2012), encourage introspection (Carringtonm & Selva, 2010;Whiteland, 2013) or addressing and maintaining a sustainable partnership with the community (Sletto, 2010;Whiteland, 2013).…”

“…The hosting environments varied from common schools (Coffey, 2010;Green, 2011;Trauth-Nare, 2015 Sletto, 2010) to schools placed in distressed neighbourhoods (Conner, 2010), community organizations that serve youth from marginalized groups (Chang, Anagnostopoulos & Omae, 2011),…”

Inclusive Values: Exploring the Perspectives of Pre-Service Teachers

“…This need is evidenced in part by commissioned reports indicating the inconsistent quality and extent of teaching practica (Butcher, Howard, McMeniman, & Thom, 2003;Colby, Bercaw, Clark, & Gailiardi, 2009;House of Representatives, 2007). Service-learning presents pre-service teachers with the opportunity to develop a deep understanding of students from diverse backgrounds and a belief that all students can learn (Chang, Anagnostopoulos, & Omae, 2011;Conner, 2010;Marchel et al, 2011). These imperatives speak to a noted homogeneity in the pre-service teacher population, as well as these students' desire to gain knowledge and skills to teach the diverse groups of students in their future classrooms.…”

One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

“…One of the most meaningful service learning activities which interns participate in is to engage with diverse communities, building and maintaining collaborative relationship (Dempsey, 2010), including multicultural service learning (Chang, Anagnostopoulos, & Omae, 2011), collaborative community service (Crossman & Kite, 2007), multiculturalism (Fitzgerald, 2009). It's very important to establish and maintain community-university partnership (Curwood, Farrar, Mackeigan, Mitchell, & Munger, 2011;Lambert-Pennington, Reardon, & Robinson, 2011) as such connection will benefit both parties and bring them together.…”