COMMUNITY SERVICE LEARNING IN CULTURALLY DIVERSE SETTINGS AS A SPRINGBOARD FOR STUDENT CONSTRUCTED CASE STUDIES.

TEACHER training; TEACHER-student relationships; TEACHING; EDUCATION; METHODOLOGY

This article describes the process of incorporating case study development by students in a teacher education methods course. Based on their one-on-one tutoring experience with a linguistically and culturally diverse child, teacher candidates engaged in the following activities: 1) review the elements that are necessary for case study development; 2) gather information about the sociocultural background of their tutees; 3) examine the contextual factors that may affect their tutees; 4) review the pedagogical factors that may be involved in the case; 5) write a rough draft; 6) revise and complete their case studies, and; 7) write a final reflection paper and give an oral presentation about their experience. The students weekly and final reflections, in addition to the high quality of their case studies, suggested that case study development by teacher candidates is an effective approach to increase their understanding of and competence to work with second language and culturally diverse people. [ABSTRACT FROM AUTHOR]

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