Gitta Selva
Queensland University of Technology
9 Papers
82 Citations
Gitta Selva is an academic researcher from Queensland University of Technology. The author has contributed to research in topics: Service-learning & Transformative learning. The author has an hindex of 7, co-authored 9 publications. Previous affiliations of Gitta Selva include Gesell Institute.
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Papers
Critical social theory and transformative learning: evidence in pre‐service teachers’ service‐learning reflection logs
Suzanne Carrington,Gitta Selva +1 more
TL;DR: The authors report on the opportunities for transformational learning experienced by a group of pre-service teachers who were engaged in service learning as a pedagogical process with a focus on reflection.
Critical social theory and transformative learning : evidence in pre-service teachers' service-learning reflection logs
Suzanne Carrington,Gitta Selva +1 more
- 01 Feb 2010
TL;DR: The authors report on the opportunities for transformational learning experienced by a group of pre-service teachers who were engaged in service-learning as a pedagogical process with a focus on reflection.
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Taking a ‘reality’ check: Expanding pre-service teachers' views on pedagogy and diversity
TL;DR: This article used Butin's conceptual framework for service learning to enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers.
Critical service-learning: promoting values orientation and enterprise skills in pre-service teacher programmes
TL;DR: In this paper, the authors adopt critical social theory to examine how, along with these values, critical service-learning promotes a deeper comprehension of values such as empathy, civic responsibility, social justice, and equity.
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The impact of transformative learning in a critical service-learning program on teacher development: Building a foundation for inclusive teaching
Suzanne Carrington,K. Louise Mercer,Radha Iyer,Gitta Selva +3 more
- 21 Oct 2015
TL;DR: In this article, the impact of transformational learning in a critical service learning program on final-year pre-service teachers' approaches to inclusive teaching is examined, with international and national policies requiring teachers to adopt inclusive practices worldwide.
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