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Taking a 'reality' check : expanding pre-service teachers' views on pedagogy and diversity

By Mary E. Ryan, Suzanne B. Carrington, Gitta Selva and Annah H. Healy


The outcomes of a two-pronged 'real-world' learning project, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this paper. Seventy-two fourth-year and 22 first-year students, enrolled in a Bachelor of Education degree in Queensland, Australia, were engaged in community sites outside of university lectures, and separate from their practicum. Using Butin's conceptual framework for service learning, we show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers. We contend that when such 'real-world' experiences have different foci at different times in their four-year degree, pre-service teachers have more opportunities to develop sophisticated understandings of pedagogy in diverse contexts for diverse learners

Topics: 130313 Teacher Education and Professional Development of Educators, authentic learning, diversity, pedagogy, pre-service teacher education, service learning, HERN
Publisher: Routledge (Taylor & Francis Group)
Year: 2009
DOI identifier: 10.1080/13598660902804303
OAI identifier:

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