Increasing the Literacy Knowledge of Teacher Candidates: Why Service-Learning Matters

Ramona T. Pittman; Theresa Garfield; Rebekah E. Piper

doi:10.33596/coll.66

Increasing the Literacy Knowledge of Teacher Candidates: Why Service-Learning Matters

Collaborations: A Journal of Community-Based Research and Practice

Volume 3 (2020): Issue 1

By: Ramona T. Pittman, Theresa Garfield and Rebekah E. Piper

Open Access

|Mar 2020

Abstract

Educator preparation programs seek to provide teacher candidates with authentic learning experiences that support the learning process, and one means is to engage teacher candidates in service-learning. Elementary schools are tasked with improving the literacy outcomes of struggling readers, and community-based programs focused on literacy, seek to improve the literacy achievement of its’ citizens. This work explores how an educator preparation program collaborated with a community-based organization to provide elementary, struggling readers with 1:1 literacy instruction via teacher candidates from the local university. The aim is to showcase the process, procedures, and benefits of universities partnering with local PK-12 schools and community-based organizations.

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Articles in this issue

DOI: https://doi.org/10.33596/coll.66 | Journal eISSN: 2638-4396

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Language: English

Page range: 7 - 7

Published on: Mar 27, 2020

Published by: University of Miami Libraries

In partnership with: Paradigm Publishing Services

Keywords:

community-university-school partnerships,

literacy development,

service-learning,

teacher preparation

© 2020 Ramona T. Pittman, Theresa Garfield, Rebekah E. Piper, published by University of Miami Libraries
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 3 (2020): Issue 1