Taking a 'reality' check: Expanding pre-service teachers' views on pedagogy and diversity

Mary Ryan*, Suzanne Carrington, Gitta Selva, Annah Healy

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

24 Citations (Scopus)


The outcomes of a two-pronged 'real-world' learning project, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this paper. Seventy-two fourth-year and 22 first-year students, enrolled in a Bachelor of Education degree in Queensland, Australia, were engaged in community sites outside of university lectures, and separate from their practicum. Using Butin's conceptual framework for service learning, we show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers. We contend that when such 'real-world' experiences have different foci at different times in their four-year degree, pre-service teachers have more opportunities to develop sophisticated understandings of pedagogy in diverse contexts for diverse learners.

Original languageEnglish
Pages (from-to)155-173
Number of pages19
JournalAsia-Pacific Journal of Teacher Education
Issue number2
Publication statusPublished - 2009
Externally publishedYes


  • Authentic learning
  • Diversity
  • Pedagogy
  • Pre-service teacher education
  • Service learning


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