A method used for teaching and learning through means of international community service abroad, integrated in academic courses and achieved through initiating social action and post reflective debriefing. Through international service learning the student can understand the value of diverse cultures, regions, communities, families, and students.
Published in Chapter:
Preparing Globally Competent Educators Through Critically Engaging in Service-Learning
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: © 2018
|Pages: 23
DOI: 10.4018/978-1-5225-4041-0.ch026
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.