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Article
A service-learning immersion in a remote Aboriginal community: enhancing pre-service teacher education
International Journal of Whole Schooling
  • Shane D. Lavery, The University of Notre Dame Australia
  • Glenda Cain, University of Notre Dame Australia
  • Patrick Hampton, The University of Notre Dame Australia
Year of Publication
2014
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
Disciplines
Link to Publisher Version (URL)

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

Citation Information
Shane D. Lavery, Glenda Cain and Patrick Hampton. "A service-learning immersion in a remote Aboriginal community: enhancing pre-service teacher education" International Journal of Whole Schooling Vol. 10 Iss. 2 (2014) ISSN: 1710-2146
Available at: http://works.bepress.com/shane_lavery/32/