Influencing Professional Practice Through Academic Service Learning AS(L): Pre-Service Teachers Share Their Perceptions
Document Type
Article
Publication Date
2020
Publication Title
Literacy Practice and Research
ISSN
2475-5737
Abstract
Findings related to the reflections of pre-service teachers in Family Literacy Events (FLE) as an Academic Service-Learning (AS-L) project are detailed. Pre-service teachers in the Southeast and Pacific Northwest were provided opportunities to bridge theory with practice and apply research-based approaches in community settings. Teacher candidates provided parents with language and literacy strategies and resources to assist them in creating high-quality home learning experiences. The teacher candidates’ reflections are categorized by basic tenets of AS-L, specifically Awareness, Engagement, Practice, Integration, and Reflection. Speculation as to how their reflections were affected by the prompts of their essays are discussed.
Recommended Citation
Walker, Sharryn, Anne Katz.
2020.
"Influencing Professional Practice Through Academic Service Learning AS(L): Pre-Service Teachers Share Their Perceptions."
Literacy Practice and Research, 45 (1): 1-28.
source: https://digitalcommons.fiu.edu/lpr/vol45/iss1/5/
https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/161
