Abstracts
Abstract
Previous scholarship has examined how teachers’ civic knowledge and conceptions of citizenship influence their goals, pedagogical practices, and confidence in teaching citizenship, but few studies have probed how teacher candidates develop identities as civic educators through community service-learning projects. This case study draws upon Baxter Magolda’s framework of self-authorship to investigate how teacher candidates in a Canadian university began to self-author their identities as civic educators through their experience of developing and delivering citizenship learning modules to youth through a community-based project. Our qualitative analysis of the data indicates that participating in change-oriented service-learning can lead teacher candidates to challenge their assumptions about youth engagement, increase their sense of self-efficacy as civic educators, and, to some extent, develop an awareness of self in relation to others.
Résumé
Dans le passé, des projets de recherche ont étudié la façon dont les connaissances civiques et les points de vue sur la citoyenneté des enseignants influencent leurs objectifs, leurs pratiques pédagogiques et leur confiance lorsqu’ils enseignent cette matière. Or, peu d’études se sont attardées à comprendre comment les futurs enseignants développent une identité de formateurs en éducation civique en participant à des projets d’apprentissage en milieu communautaire. Cette étude de cas se base sur le cadre conceptuel d’autodétermination de Baxter Magolda. Elle analyse de quelle manière les futurs enseignants étudiant au sein des universités canadiennes ont amorcé un processus d’autodétermination de leur identité comme formateurs à la citoyenneté, en développant et en mettant en place des modules d’apprentissages civiques destinés aux jeunes dans le cadre d’un projet communautaire. Notre analyse qualitative des données indiquent que la participation dans un projet de service communautaire visant le changement peut amener les futurs enseignants à remettre en question leurs hypothèses sur l’implication des jeunes, améliorer leur sentiment d’auto-efficacité et, jusqu’à un certain point, développer une conscience d’eux-mêmes lorsqu’ils entrent en relation avec les autres.
Download the article in PDF to read it.
Download
Appendices
Biographical notes
Lorna R. McLean is a professor in the Faculty of Education at the University of Ottawa. Her research interests include civic education, gender, curriculum studies, pedagogy, and the history of education.
Hoa H. Truong-White is a PhD candidate in the Faculty of Education at the University of Ottawa. Her doctoral research focuses on K12 citizenship and global citizenship education, digital storytelling, and virtual intercultural learning.
Bibliography
- Anderson, J., & Erickson, J. (2003). Service-learning in preservice teacher education. Academic Exchange Quarterly, 7(2), 111-115.
- Anderson, L., & Fabiano, L. (2007). The City Year experience: Putting alumni on the path to lifelong civic engagement. Boston, MA: City Year.
- Baxter Magolda, M. B. (2004). Self-authorship as the common goal of 21st century education. In M. B. Baxter Magolda & P. M. King (Eds.), Learning partnerships theory and models of practice to educate for self-authorship (pp. 1-35). Sterling, VA: Stylus.
- Baxter Magolda, M. B. (2007). Self-authorship: The foundation for twenty-first century education. New Directions for Teaching and Learning, 109, 69-83.
- Birdwell, J., Scott, R., & Horley, E. (2013). Active citizenship, education and service-learning. Education, Citizenship and Social Justice, 8(2), 185-199. doi: 10.1177/1746197913483683
- Burton, S., & Reynolds, A. (2009). Transforming music teacher education through service-learning. Journal of Music Teacher Education, 18(2), 18-33.
- Carter Andrews, D. (2009). “The hardest thing to turn from”: The effects of service-learning on preparing urban educators. Equity & Excellence in Education, 42(3), 272-293. doi: 10.1080/10665680903060261
- Chin, K., & Barber, C. (2010). A multi-dimensional exploration of teachers’ beliefs about civic education in Australia, England and the United States. Theory and Research in Social Education, 38(3), 395-427.
- CKNW Orphan’s Fund. (2014, October 20). Pink shirt day: About. Retrieved from http://pinkshirtday.ca/about/
- Claes, E., Hooghe, M., & Stolle, D. (2009). The political socialization of adolescents in Canada: Differential effects of civic education on visible minorities. Canadian Journal of Political Science, 42(3), 613-636.
- Cone, N. (2009a). Community-based service learning as a source of personal self-efficacy: Preparing preservice elementary teachers to teach science for diversity. School Science and Mathematics, 109(1), 20-30.
- Cone, N. (2009b). Preservice elementary teachers’ self-efficacy beliefs about equitable science teaching: Does service learning make a difference? Journal of Elementary Science Education, 21(2), 25-34.
- Conner, J. (2010). Learning to unlearn: How a service-learning project can help teacher candidates to reframe urban students. Teaching and Teacher Education, 26, 1170-1177.
- Conway, J., Amel, E., & Gerwien, D. (2009). Teaching and learning in the social context: A meta-analysis of service-learning’s effects on academic, personal, social and citizenship outcomes. Teaching of Psychology, 36(4), 233-245.
- Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
- Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
- Daly, J., Devlin-Scherer, R., Burroughs, G., & McCartan, W. (2010). The status of civic education: A preservice program response. The Educational Forum, 74(2), 117-128.
- Davies, I., Hampden-Thompson, G., Calhoun, J., Bramley, G., Tsouroufli, M., Sundaram, V., … Jeffes, J. (2013). Young people’s community engagement: What does research-based and other literature tell us about young people’s perspectives and the impact of schools’ contributions? British Journal of Educational Studies, 61(3), 327-343.
- Farnsworth, V. (2010). Conceptualizing identity, learning and social justice in community-based learning. Teaching and Teacher Education, 26(7), 1481-1489.
- First Nations Child & Family Caring Society of Canada. (2014, October 20). Shannen’s dream. Retrieved from http://www.fncaringsociety.ca/shannens-dream
- Howe, C. W., Coleman, K., Hamshaw, K., & Westdijk, K. (2014). Student development and service-learning: A three-phase model for course design. International Journal of Research on Service-Learning and Community Engagement, 2(1), 44-62.
- Iverson, S. V., & James, J. H. (2013). Self-authoring a civic identity: A qualitative analysis of change-oriented service-learning. Journal of Student Affairs Research and Practice, 50(1), 88-105.
- James, J. H., & Iverson, S. V. (2009). Striving for critical citizenship in a teacher education program: Problems and possibilities. Michigan Journal of Community Service-learning, 16(1), 33-46.
- Jerome, L. (2012). Service-learning and active citizenship education in England. Education, Citizenship and Social Justice, 7(1), 59-70. doi: 10.1177/1746197911432594
- Journell, W. (2013). What preservice social studies teachers (don’t) know about politics and current events — and why it matters. Theory and Research in Social Education, 41, 316-351. doi: 10.1080/00933104.2013.812050
- Kahne, J., Crow, D., & Lee, N. J. (2013). Different pedagogy, different politics: High school learning opportunities and youth political engagement. Political Psychology, 34(3), 419-441. doi: 10.1111/j.1467-9221.2012.00936.x
- Knapp, T., Fisher, B., & Levesque-Bristol, C. (2010). Service-learning’s impact on college students’ commitment to future civic engagement, self-efficacy, and social empowerment. Journal of Community Practice, 18(2-3), 233-251. doi: 10.1080/10705422.2010.490152
- Llewellyn, K., Cook, S. A., & Molina, A. (2010). Civic learning: Moving from the apolitical to the socially just. Journal of Curriculum Studies, 42(6), 791-812.
- Martens, A., & Gainous, J. (2013). Civic education and democratic capacity: How do teachers teach and what works? Social Science Quarterly, 94(4), 956-976. doi: 10.1111/j.1540-6237.2012.00864.x
- Maynes, N., Allison, J., & Julien-Schultz, L. (2012). International practica experiences as events of influence in teacher candidates’ development. McGill Journal of Education, 47(1), 69-92.
- McMunn Dooley, C., & Criss Mays, L. (2014). Literacy teachers engage in service-learning via community organizational involvement. The Teacher Educator,49, 44-60. doi: 10.1080/08878730.2013.848003
- Milner, H., & Lewis, J. P. (2011). It’s what happens on the front lines of civic education policy that matters: Reflection on a natural experience on youth turnout in Ontario. Canadian Political Science Review, 5(2), 136-146.
- Patterson, N., Doppen, F., & Misco, T. (2012). Beyond personally responsible: A study of teacher conceptualisations of citizenship education. Education, Citizenship and Social Justice, 7(2), 191-206. doi: 10.1177/1746197912440856
- Peterson, A., & Knowles, C. (2009). Active citizenship: A preliminary study into student teacher understandings. Educational Research, 51(1), 39-59. doi: 10.1080/00131880802704731
- Ponder, J., Vander Veldt, M., & Lewis-Ferrell, G. (2011). Citizenship, curriculum and critical thinking beyond the four walls of the classroom: Linking the academic content with service-learning. Teacher Education Quarterly, 38(4), 45-68.
- Price, C., Williams, J., Simpson, L., Jastrzab, J., & Markovitz, C. (2011). National evaluation of Youth Corps: Findings at follow-up. Cambridge, MA: Abt Associates.
- Reimer, K., & McLean, L. (2009). Conceptual clarity and connections: Peace and global education and pre-service teachers. Canadian Journal of Education, 32(4), 903-926.
- Sanford, K. J., Hopper, T. F., & Starr, L. (2015). Transforming teacher education thinking: Complexity and relational ways of knowing. Complicity: An International Journal of Complexity and Education, 12(2), 26-48.
- Schleicher, A. (2014). The case for 21st-century learning. Retrieved from http://www.oecd.org/general/thecasefor21st-centurylearning.htm
- Schulz, W., Ainley, J., Fraillon, J., Kerr, D., & Losito, B. (2010). Initial findings from the IEA international civic and citizenship education study. Amsterdam, Netherlands: International Association for the Evaluation of Educational Achievement.
- Spencer, B. H., Cox-Petersen, A. M., & Crawford, T. (2005). Assessing the impact of service-learning on preservice teachers in an after-school program. Teacher Education Quarterly, 32(4), 119-135.
- Strong-Wilson, T., Cole, A., Rouse, D., & Tsoulos, D. (2012). Envisioning new technologies in teacher practices: Moving forward, circling back using a teacher action research approach. New York, NY: Peter Lang.
- Sulentic Dowell, M. M. (2008). Academic service-learning as pedagogy: An approach to preparing preservice teachers for urban classrooms. Journal of Teaching and Learning, 5(2), 1-21.
- Tatebe, J. (2013). Bridging gaps: Service-learning in teacher education. Pastoral Care in Education, 31(3), 240-250.
- Tinkler, B., Hannah, L., Tinkler, A., & Miller, E. (2014). Analyzing a service-learning experience using a social justice lens. Teaching Education, 25(1), 82-98.
- Wade, R., Anderson, J., Yarbrough, D., Pickeral, T., Erickson, J., & Kromer, T. (1999). Novice teachers’ experiences of community service-learning. Teaching and Teacher Education, 15(6), 667-684.
- Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237-269.
- Youniss, J. (2011). Civic education: What schools can do to encourage civic identity and action. Applied Developmental Science, 15(2), 98-103. doi: 10.1080/10888691.2011.560814
10.7202/1011667arAppendices
Notes biographiques
Lorna R. McLean est professeur à la faculté d’éducation de l’Université d’Ottawa. Ses intérêts de recherche sont l’éducation à la citoyenneté, le genre, l’étude des programmes, la pédagogie et l’histoire de l’éducation.
Hoa H. Truong-White est doctorante à la faculté d’éducation de l’Université d’Ottawa. Ses recherches doctorales portent sur la citoyenneté du préscolaire au secondaire et sur l’éducation à la citoyenneté mondiale, sur la narration numérique et sur l’apprentissage interculturel virtuel.