A service-learning immersion in a remote Aboriginal community: enhancing pre-service teacher education

Authors

Shane D. Lavery, The University of Notre Dame AustraliaFollow
Glenda Cain, University of Notre Dame AustraliaFollow
Patrick Hampton, The University of Notre Dame AustraliaFollow

Publication Details

Lavery, S. D., Cain, G., & Hampton, P. (2014). A service-learning immersion in a remote Aboriginal community: enhancing pre-service teacher education. International Journal of Whole Schooling, 10 (2), 39-54.

Abstract

This article examines a service-learning immersion undertaken by pre-service primary teachers in a remote indigenous community and school in Western Australia. The article initially presents the purpose and significance for the immersion in the light of the Australian National Professional Standards for Teachers. The article subsequently outlines the aims and structure of the immersion program. The qualitative methodology underpinning the research is then summarised. Specifically, data were collected pre-immersion (focus group interview and guided journal writing), during the immersion (guided journal writing) and post immersion (focus group interview). Student reflections generated four themes: personal development, professional knowledge, cultural awareness, and Aboriginal education.

Keywords

Aboriginal, service-learning immersion, pre-service teacher, teacher education

Link to Publisher Version (URL)

http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.html