Preparing Globally Competent Educators Through Critically Engaging in Service-Learning

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Author(s): Tonya Huber (Texas A&M International University, USA), Elizabeth R. Sanmiguel (Texas A&M International University, USA), Lorena P. Cestou (Texas A&M International University, USA)and Mayra L. Hernandez (Texas A&M International University, USA)
Copyright: 2021
Pages: 23
Source title: Research Anthology on Instilling Social Justice in the Classroom
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-7706-6.ch054

Keywords: Civic Engagement & Social Justice / Curriculum Development and Instructional Design / Information Science Reference / Social Sciences & Humanities

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Abstract

As teacher-preparation programs educate and evaluate candidates to become globally competent instructional leaders, special attention should be given to international service-learning. Immersing teacher candidates in real-world experiences beyond their comfort zone is a cornerstone of this theoretical inquiry, including self-reflection strategies grounded on Paulo Freire's liberatory pedagogy for social justice. The research team reviews self- and cultural-awareness experiences, dispositions, and profiles of university teacher candidates, during a semester of curriculum studies affording opportunities to engage in local, local to global, and/or global/international service-learning. The discoveries will inform teacher educators as they develop and strengthen critical inquiry and service-learning components of their own courses.

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Preparing Globally Competent Educators Through Critically Engaging in Service-Learning

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