Balancing classroom ready with community ready: enabling agency to engage with community through critical service learning

Recent initial teacher education policy and regulatory frameworks privilege "classroom ready" discourses. Taking up "readiness" as technical skill requiring more "practice" leads to narrowing of teachers' roles and efficacy with increasing pressure and regulation t...

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Bibliographic Details
Published in:Asia-Pacific journal of teacher education 2019-01, Vol.47 (1), p.5-17
Main Authors: Salter, Peta, Halbert, Kelsey
Format: Article
Language:English
Subjects:
Agency
Case studies
Citizenship Education
Classroom communication
classroom ready
Classrooms
community
Community Involvement
Education policy
Educational policy
Faculty Development
Foreign Countries
Global Education
Learning
Preservice Teacher Education
Preservice Teachers
Readiness
Service Learning
Student teachers
Teacher education
Teacher education programs
Teachers
Teaching Methods
wider professional experience
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Summary:Recent initial teacher education policy and regulatory frameworks privilege "classroom ready" discourses. Taking up "readiness" as technical skill requiring more "practice" leads to narrowing of teachers' roles and efficacy with increasing pressure and regulation that marginalises ideals to equip pre-service teachers to be "community ready". We argue that enabling preservice teacher agency to engage with community beyond notions of mastering bounded classroom practice is critical to teachers' roles. Supporting teachers to teach in context as engaged global citizens requires a readiness of relational understanding and skills about the lived experiences of learners, and their wider community contexts. Data from a critical service learning case study highlight how preservice teacher agency to engage with community is conceptualised and experienced in simultaneously beneficial and challenging ways. These findings indicate the complex, yet necessarily significant contributions of service learning experiences to the development of preservice teacher "readiness".
ISSN:1359-866X
1469-2945
DOI:10.1080/1359866X.2018.1497771