Academic Service Learning: Introducing Pre-Service Teachers in Activities

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Teacher educators regularly struggle with complex and gradually intricate matters surrounding, arranging mainstream (Caucasian) teachers to work successfully with minority (Non-Caucasian) scholars, children, and various populations. Pre service teachers arriving into the workforce need to be socially and ethnically approachable. “Teachers have a tendency to teach students who resemble them” (Weinstein, Tomlinson-Clark, & Curran, 2004, p. 28). Conversely, when children come from an upbringing evidently diverse from their peers and teachers, withdrawal can arise and pressures can occur. Although, the disparity amongst the societal, ethnic, experimental, and language upbringings of children and their teachers may well be observed as an explanation to why some children don’t succeed. Academic service-learning is unique in the way it addresses these issues and to decrease the detachment among teachers and the children by introducing pre service teachers in activities that decrease their educational distances, while concurrently providing a mutual advantage to service receivers. Academic service learning helps pre service teachers implement ideas in a useful approach from the schoolroom to the public, engage with and exert with varied people, increase awareness from the public, query and assess community ethics, and arrange pre service teachers coming into the field to contribute in further study whereas service learning can only improve the theoretical understanding (Boyle-Baise, 2002). Academic service learning moves students outside philosophy to obtain a clearer understanding of real-life circumstances and problems. “Service-learning is an approach to teaching and learning that involves having students perform community service as a means for achieving academic goals”(Billig & Furco, 2002, p. 97). As school visions endure to change, problems surface in schoolrooms around matters of linguistic diversity, race, ethnicity, culture and socioeconomic status (Weinstein, Tomlinson-Clark, & Curran, 2004, p. 55). These areas will be discussed further through this essay.

Unalike existences, comprising of traditionally specific styles of language, permit learning as the strains that rise as a consequence of variances among student’s family life and those of teachers and schoolrooms. Academic service learning as a pedagogy involves children in events that extend their surrounds of familiarity. Furthermore, as an education process, academic service learning joins important provisions to academic learning, individual development, and local responsibilities and involves reliable and expressive examinations that students deliver to the confined community associated with course purposes and objectives (Billig & Furco, 2002). “Academic service learning, then, is a pedagogy of action” (Billig & Furco, 2002, p. 104). Academic service learning can be observed as a punitive method to education, supporting pre service teachers specifically as they acquire the profits and particulars of assimilating topic material.

Academic service learning assists pre service teachers in the learning of Cultural and Ethnic Transformations. Especially in Urban areas identifying that great numbers of teachers are White and many student residents are non-White, academic service learning events located in this setting allows pre service teachers to understand ethnic, verbal, and economic variety personally. Under the care and supervision of teachers, pre service teachers can discover diversity in non-threatening and attentive ways (Clark, Nystrom & Perez, 1996). Absence of familiarity and understanding can end up in emerging stereotypes. “One of such stereotypes is the opinion of cultural-different students as being intellectually inferior” (James, 1980). Frequently the issue of categorising comes from the absence of adequate evidence about ‘the other’. “In many pre-service education programs, there is still minimal understanding of race and ethnicity, and yet a...
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