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Employing Community-Based Experiential Learning in Teacher Education

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Employing Community-Based Experiential Learning in Teacher Education/ by Gary Harfitt, Jessie Mei Ling Chow.
Author:	Harfitt, Gary.
other author:	Chow, Jessie Mei Ling.
Description:	X, 188 p. 41 illus., 29 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Teaching. -
Online resource:	https://doi.org/10.1007/978-981-15-6003-3
ISBN:	9789811560033

Employing Community-Based Experiential Learning in Teacher Education
Harfitt, Gary.

Employing Community-Based Experiential Learning in Teacher Education[electronic resource] /by Gary Harfitt, Jessie Mei Ling Chow. - 1st ed. 2020. - X, 188 p. 41 illus., 29 illus. in color.online resource. - Springer Texts in Education,2366-7672. - Springer Texts in Education,.

Chapter 1: Concepts and Context -- Chapter 2: Transforming Initial Teacher Education through Community-based Experiential Learning: An Overview -- Chapter 3: Getting started: Designing your own Community-based Experiential Learning (CBEL) Initiatives -- Chapter 4: CBEL in Practice: Case Study 1 -- Chapter 5: CBEL in Practice: Case Study 2 -- Chapter 6: CBEL in Practice: Case Study 3 -- Chapter 7: CBEL in Practice: Case Study 4 -- Chapter 8: CBEL in Practice: Case Study 5 -- Chapter 9: Counter-stories: Lessons learned from Community-based experiential learning projects -- Chapter 10: Designing and facilitating ‘reflection-on-action’ and ‘reflection-in-action’ in Community-based EL -- Chapter 11: Some final thoughts. .

This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices. It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses. This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers. Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes. In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning. These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses. .

ISBN: 9789811560033

Standard No.: 10.1007/978-981-15-6003-3doiSubjects--Topical Terms:

555255
Teaching.

LC Class. No.: LB1024.2-1050.75

Dewey Class. No.: 370.711

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