Influencing Professional Practice through Academic Service Learning (AS-L): Pre-Service Teachers Share their Ideas
Department or Administrative Unit
Center for Teaching and Learning
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.
Walker, S. L., & Katz, A. (2020). Influencing Professional Practice through Academic Service Learning (AS-L): Pre-Service Teachers Share their Ideas. Literacy Practice and Research, 45(1).
Literacy Practice and Research
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
This article was originally published Open Access in Literacy Practice and Research. The full-text article from the publisher can be found here.