Encyclopedia of Teacher Education

Living Edition
| Editors: Michael A. Peters

Teachers’ Identity in University-Community Service-Learning Trust Building

  • Gordon TsuiEmail author
  • Liz Jackson
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-1179-6_378-1

Synonyms

Teacher: “Teacher” in this text is not strictly limited to qualified or registered teachers who teach in schools but can be anyone who is working as an organizer or a leader in service-learning who functions as an educator who guides participants (students) to learn.

Introduction

This entry discusses the importance of trust building in university-community service-learning and its implications for enhancing teachers’ professional identity. Service-learning has become a part of curriculum globally over time, with engagement as a core value. To realize engagement in service-learning, the quality of trust and having a trustworthy attitude play an essential role (McLeod 2011). While universities and communities with different cultural backgrounds often have different attitudes in relation to service-learning, teachers need to cultivate an expanded sense of professional identity aligned with being a teacher for both their university students and community partners. This expanded...

This is a preview of subscription content, log in to check access.

References

  1. D’Olimpio, L. (2018). Trust as a virtue in education. Educational Philosophy and Theory, 50(2), 193–202.CrossRefGoogle Scholar
  2. Education Bureau. (2018). Service learning (服務學習). Retrieved 9 December, 2018, from https://www.edb.gov.hk/tc/curriculum-development/4-key-tasks/moral-civic/Newwebsite/flash/servicelearning/servicelearning.html
  3. Jacoby, B. (1996). Service-learning in Higher Education: Concepts and practices. San Francisco, Calif.: Jossey-Bass.Google Scholar
  4. McLeod, C. (2011). Trust. In E. N. Zalta (Ed.), Standard Encyclopedia of Philosophy. Retrieved 8 January, 2020, from http://plato.standford.edu/archives/spr2011/entries/trust/
  5. Robinson-Pant, A. (2016). Exploring the concept of insider-outsider in comparative and international research: Essentializing culture or culturally essential? In M. Crossley, L. Arthur, & E. Mcness (Eds.), Revisiting insider-outsider research in comparative and international education (pp. 39–56). Oxford: Symposium Books.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  1. 1.The University of Hong KongHong KongChina

Section editors and affiliations

  • Sonja Arndt
    • 1
  1. 1.Melbourne Graduate School of EducationUniversity of MelbourneMelbourneAustralia