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Timothy Murphy, Jon Tan - Service-Learning and Educating in Challenging Contexts, Häftad

Häftad, Engelska, 2014

Service-Learning and Educating in Challenging Contexts

International Perspectives

Av Timothy Murphy, Jon Tan

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Beskrivning
Service-Learning and Educating in Challenging Contexts explores the potential of service-learning identified as a way to integrate community service with academic study to enrich the on-going professional development of educators, especially in schools that are located in challenging contexts. This collection offers a further refinement of what typically comes under the remit of service-learning, switching the focus from the learning experience of the learner, to the educator and the deep and enriching professional learning opportunities that service-learning can offer. This approach to service-learning promotes collaborative practices amongst professional and in-service educators, and encourages an integration of theory and practice. The international contributors use their own experiences as well as current research to provide a thorough exploration of service-learning from national and international perspectives.
Produktinformation
  • Utgivningsdatum: 2014-04-10
  • Mått: 156 x 234 x 14 mm
  • Vikt: 316 g
  • Format: Häftad
  • Språk: Engelska
  • Antal sidor: 192
  • Förlag: Bloomsbury Publishing PLC
  • ISBN: 9781472569189
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Mer om författaren

Timothy Murphy is Lecturer in Educational Research and Policy at the University of Limerick, Ireland. He is on the Board of Advisors at the International Center for Service-Learning in Teacher Education (ICSLTE). Jon E. C. Tan is Senior Lecturer in the School of Education and Childhood at Leeds Metropolitan University, UK.

Recensioner i media

From the Foreword: '[The editors and authors] present the various struggles and some of the missteps that program leaders in various national contexts have faced in implementing service-learning. They share their uncertainties about the true purposes and intentions of service-learning. They bring to the fore important insights on why particular service-learning practices might work in some contexts and not in others. And they offer very interesting and thoughtful analyses of the implications of these issues and challenges for securing high quality practice...An important volume in the new genre of service-learning literature. To all who read it, this work will bring a greater and deeper understanding of the true character and essence of service-learning.'

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