Contested pasts,complicated presents: Pre-service teachers’ developing conceptions of community |
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Affiliation: | 1. Department of Behavioural Sciences and Learning (IBL).Linköping University, SE-581 83, Linköping, Sweden;2. Department of Social and Welfare Studies (ISV), Linköping University, SE-581 83, Linköping, Sweden;1. University of Colorado, School of Education, 249 UCB, Boulder, CO, 80309, USA;2. Michigan State University, Teacher Education, 329 Erickson Hall, East Lansing, MI, 48824, USA |
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Abstract: | To prepare pre-service teachers to work with diverse student populations, many teacher educators have developed community-engaged projects. This study analyzes data collected from pre-service teachers in the U. S. South as they completed a community-engaged project, where they spent time learning about the community, created a virtual tour, and revised a lesson plan to align with the information gained. The project is offered as a mediational tool contributing to pre-service teachers’ conceptions of community and teaching. Findings suggest that pre-service teachers need explicit instruction about how to analyze communities and opportunities to learn with community members during teacher education. |
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Keywords: | Community inquiry Sociocultural theory Teacher education Community engagement |
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