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dc.contributor.authorHallman, Heidi L.
dc.contributor.authorBurdick, Melanie Nichole
dc.date.accessioned2013-06-04T21:31:59Z
dc.date.available2013-06-04T21:31:59Z
dc.date.issued2011
dc.identifier.citationHallman, Heidi L. and Burdick, Melanie N. (2011) Service Learning and the Preparation of English Teachers. English Education, 43. 4, 341-368.
dc.identifier.urihttp://hdl.handle.net/1808/11214
dc.descriptionThis is the publisher's version, also found at http://search.proquest.com/docview/874324979?accountid=14556
dc.description.abstractIn this article, service learning is explored as a pedagogical third space from which preservice teachers learn to teach the New English education. We argue that such a space has the potential to foster preservice English teachers' understanding of their role and identity as future teachers and how this identity is always relative to the students they teach. Drawing from a study of 19 preservice English teachers' experiences with service learning, we discuss three themes relevant to service learning and the preparation of English teachers: (1) service learning as a pedagogical third space for English teachers, (2) service learning as fostering the disruption of a teaching mythology, and (3) service learning as promoting a recognition of the New English education. Further, we propose that service learning can encourage prospective English teachers to complicate notions of teacher/student, official/unofficial language, singular authority/pluralistic power, and server/served.
dc.language.isoen_US
dc.publisherNational Council of Teachers of English
dc.relation.isversionofhttp://search.proquest.com/docview/874324979?accountid=14556
dc.titleService Learning and the Preparation of English Teachers
dc.typeArticle
kusw.kuauthorHallman, Heidi L.
kusw.kudepartmentDepartment of Curriculum & Teaching
kusw.oastatusfullparticipation
kusw.oaversionScholarly/refereed, publisher version
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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