Informing Teaching Through Community Engagement: A New Zealand Approach

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Author(s): Trish Lewis (University of Canterbury, New Zealand), Letitia Hochstrasser Fickel (University of Canterbury, New Zealand), Glynne Mackey (University of Canterbury, New Zealand)and Des Breeze (University of Canterbury, New Zealand)
Copyright: 2019
Pages: 21
Source title: Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch061

Keywords: Education / Information Science Reference / K-12 Education / Sociology

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Abstract

Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.

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Informing Teaching Through Community Engagement: A New Zealand Approach

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