The University of Sydney Teaching Colloquium 2012
Community Engaged Learning and Teaching (CELT) Session
Showcasing Inspirational programs
TITLE: Pre-service Teachers’ Community Development Projects
FACILITATOR: Dorothy Bottrell
CONTACT DETAILS: dorothy.bottrell@sydney.edu.au
1.
Briefly describe your community engaged learning and teaching (CELT) program
Now in its fourth year, ‘Introduction to Community Development’ is an elective in the Master
of Teaching, for pre-service primary teachers. Students undertake group projects jointly
guided by the unit coordinator and the staff of small agencies working with schools and local
community. Projects have included consultations on agency programs for children, seniors,
resident groups and Indigenous families and on community support to children’s literacy and
education; developing and leading children’s after-school and holiday programs; organizing a
children’s forum on community improvement; organizing a youth and community arts event;
assisting groups to document their achievements and goals; gathering parents’ feedback and
goals for school involvement; researching grants, resources and volunteering or other
community support for programs and services.
2.
Highlight the key learning outcomes for the students and the benefits for the
community
Student learning outcomes: Understand the principles of community development and its relevance
to teaching; Plan and implement a community development project; Identify significant groups,
relationships, skills and processes involved in a community development project.
Benefits to community: Assistance with bringing to fruition good ideas/projects that sit on the back
burner due to lack of time, staff and resources in small community development agencies; students’
small projects contribute to broader community development strategies; as volunteers, students
ease the burden on non-funded groups.
3.
Summarise the outcomes that have been measured or reported. Include student
and community feedback.
Thematic analysis of student and agency staff interviews indicated that students gain
practical knowledge of how to engage with parents and community; deeper understanding of
community/ies, everyday issues for disadvantaged families, cultural diversity; and how this
may inform classroom and community-based pedagogy. Students value the hands-on
approach, the diversity of groups and perspectives encountered and the practical knowledge
of engaging with community (Bottrell, 2011). They also value being able to negotiate projects
and ‘products’; felt less pressured and freer to set their own goals. Agency staff appreciated
the contribution of student projects, the students’ enthusiasm and skills; and their good
ideas. In informal feedback, non-funded community groups additionally value being freed up
to spend time together, enhancing the group’s social bonds and understanding of people’s
situations, needs and wishes for the group.
Bottrell, D. (2011). Learning through community development projects. In D. Bottrell & S. Goodwin
(Eds.), Schools, communities and social inclusion, (pp.125-139). Melbourne: Palgrave Macmillan.
4.
Discuss the key ISSUE for your CELT program.
Issue 2: Logistics and matching of student groups to community partners. Students choose a
project from briefs provided by the agencies. Unit coordinator liaison with agencies to
negotiate multi-dimensional projects that can accommodate student teams took 20 hours in
the first year; 5-10 hours each year since, depending on agency staff turnover.
5.
Provide tips for others wanting to engage in CELT projects?
Initial and ongoing relationship building is at the heart of community development and CELT.