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

Salter, Peta, and Halbert, Kelsey (2018) Balancing classroom ready with community ready: enabling agency to engage with community through critical service learning. Asia-Pacific Journal of Teacher Education. (In Press)

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Abstract

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'.

Item ID: 54544
Item Type: Article (Research - C1)
ISSN: 1469-2945
Keywords: agency; community; classroom ready; wider professional experience; service learning
Funders: Office of Learning and Teaching (OLT)
Projects and Grants: OLT SP14-4613
Date Deposited: 28 Aug 2018 02:57
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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