Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking among Pre-Service Teachers

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Author(s): Estanislado S. Barrera, IV (Louisiana State University, USA)and Margaret-Mary Sulentic Dowell (Louisiana State University, USA)
Copyright: 2015
Pages: 24
Source title: Handbook of Research on Advancing Critical Thinking in Higher Education
Source Author(s)/Editor(s): Sherrie Wisdom (Lindenwood University, USA)and Lynda Leavitt (Lindenwood University, USA)
DOI: 10.4018/978-1-4666-8411-9.ch008

Keywords: Education / Higher Education / Information Science Reference

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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.

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Academic Service-Learning as a Pedagogical Tool and Strategy: Promoting Critical Thinking among Pre-Service Teachers

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