Abstract
This study examines the experiences of student teachers that participated in a
service-learning program working in Indigenous communities throughout Alberta.
The intent of this study is to share what student teachers experienced as they
combined formal theoretical knowledge and course content with community-based
praxis. Initial results point to a synergistic relationship between the length of
service learning and the depth of critical reflection. Those education students who
were able to shift their understanding of the educational gap from a deficit
perspective to recognition of their own gaps in knowledge are often those who
think, act and perform with integrity.
Refereed
Yes
Sponsorship
Werklund School of Education, Galileo Educational Network
