Praxeological education: What are the teacher perceptions of service-learning in early childhood education in Ohio?

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Faced with increasing pressures from district and state administrations, and the need to improve assessment scores, early childhood education (ECE) teachers are often forced to adopt didactic curriculum materials and pedagogical approaches, rather than look to the local community to provide invaluable collaborations (Lake and Winterbottom, 2009). This transference has been especially difficult for teachers who strive to use experiential approaches that focus on issues closely related to collaborative practices, which can involve service-learning. In this chapter, we examined teachers’ viewpoints on the following three questions: (i) Is service-learning an appropriate and successful teaching method? (ii) Do teachers through service-learning develop a better understanding of the connection between standards and real-life learning? and (iii) Is service-learning a means of providing a better understanding of their strengths and weaknesses as teachers? Through a quantitative lens, we analyzed the perceptions of a diverse population of teachers working with young children in early childhood settings in Ohio.

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Praxeological Learning: Service-Learning in Teacher Education

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