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The Impact of Service-Learning Engagement on Teacher Candidates in an Elementary Education Literacy Course

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Title: The Impact of Service-Learning Engagement on Teacher Candidates in an Elementary Education Literacy Course
Language: English
Authors: Laura Piestrzynski (ORCID 0000-0001-5351-7976), Jillana Williams (ORCID 0009-0009-2191-784X)
Source: Journal of Teacher Education and Educators. 2024 13(1):5-27.
Availability: Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Service Learning, Preservice Teachers, Elementary Education, Literacy, Methods Courses, Field Instruction, Pedagogical Content Knowledge, Reflective Teaching
Geographic Terms: Louisiana
ISSN: 2147-0456
2147-5407
Abstract: This study examined the experiences of elementary education teacher candidates in a servicelearning literacy methods course in which they were placed in two public school settings-- one urban elementary school and one urban laboratory school. This was teacher candidates initial field experience in elementary classrooms. Teacher candidates explored various aspects of literacy assessment and instruction, particularly ways to assess students and use assessment results to screen students, monitor students' progress, and provide effective instruction. Candidates reflected regularly on their practice and participated in discussions with classroom teachers, peers, and university faculty. The research was conducted using a mixed methods design which included analysis of a survey and nine critical reflections. Findings indicated that teacher candidates' service-learning experiences provided opportunities to engage in teaching and reflect on practices while connecting with their school communities. Teacher candidates described the impact from their work in the classroom, exposure to schools and student populations that were previously unfamiliar to them, and participation in a servicelearning model that focused on critical reflection.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1424902
Database: ERIC
FullText Text:
  Availability: 0
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  Label: Title
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  Data: The Impact of Service-Learning Engagement on Teacher Candidates in an Elementary Education Literacy Course
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Laura+Piestrzynski%22">Laura Piestrzynski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5351-7976">0000-0001-5351-7976</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jillana+Williams%22">Jillana Williams</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-2191-784X">0009-0009-2191-784X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education+and+Educators%22"><i>Journal of Teacher Education and Educators</i></searchLink>. 2024 13(1):5-27.
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  Data: Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 23
– Name: DatePubCY
  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Instruction%22">Field Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-0456<br />2147-5407
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the experiences of elementary education teacher candidates in a servicelearning literacy methods course in which they were placed in two public school settings-- one urban elementary school and one urban laboratory school. This was teacher candidates initial field experience in elementary classrooms. Teacher candidates explored various aspects of literacy assessment and instruction, particularly ways to assess students and use assessment results to screen students, monitor students' progress, and provide effective instruction. Candidates reflected regularly on their practice and participated in discussions with classroom teachers, peers, and university faculty. The research was conducted using a mixed methods design which included analysis of a survey and nine critical reflections. Findings indicated that teacher candidates' service-learning experiences provided opportunities to engage in teaching and reflect on practices while connecting with their school communities. Teacher candidates described the impact from their work in the classroom, exposure to schools and student populations that were previously unfamiliar to them, and participation in a servicelearning model that focused on critical reflection.
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1424902
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 5
    Subjects:
      – SubjectFull: Service Learning
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Field Instruction
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: Louisiana
        Type: general
    Titles:
      – TitleFull: The Impact of Service-Learning Engagement on Teacher Candidates in an Elementary Education Literacy Course
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          Name:
            NameFull: Laura Piestrzynski
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            NameFull: Jillana Williams
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
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              Value: 2147-0456
            – Type: issn-electronic
              Value: 2147-5407
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            – Type: volume
              Value: 13
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              Value: 1
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            – TitleFull: Journal of Teacher Education and Educators
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