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- W2329260211 abstract "1. Abstract: Learning to be a teaching professional involves affective development. Preservice teachers need classroom experiences to make an informed decision to enter the profession. This Scholarship of Teaching and Learning (SoTL) project is a part of my work as a member in the Carnegie Leadership Program, supported by the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) centering on Cognitive-Affective Learning (CAL). This SoTL project documents a service learning study conducted in an introductory education course and reports two kinds of data. The first kind of data comes from student interview questions and focuses on how this service-learning experience affected preservice teachers assigned as tutors at an urban alternative school. This data explored the extent to which this service learning experience developed and/or decreased motivation and interest in entering the teaching profession. The second kind of data spotlights the affective (dis)engagement of the preservice teachers through a reflective piece of the assigned case study for the course. Participants in this study read Parker Palmer’s (1998) The Courage to Teach as one of the main course texts and were asked to reflect on the connections between and among their tutoring experiences, Palmer’s text, and their growing notions of entering the teaching profession." @default.
- W2329260211 created "2016-06-24" @default.
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- W2329260211 date "2009-01-01" @default.
- W2329260211 modified "2023-09-27" @default.
- W2329260211 title "Service Learning in Urban Alternative Schools: Investigating Affective Development in Preservice Teacher Education" @default.
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