Grasping the Ideas of Community Engagement into Teaching Context | Chapter 6 | Recent Research Advances in Arts and Social Studies Vol. 4

This chapter explains the concept of community engagement through the lens of Teamwork Model and Stacked Influence Theory. Community engagement is described as a healthy community that has interconnected and interdependent groups, and also shares responsibility for identifying and solving problems and improving its well-being. Tuckman's Teamwork Model lists five stages of teamwork development which are the formation phase, the objection phase, the norm phase, the performance phase and the delay phase. The level of development in the formation of teamwork at each successive stage occurs at a different rate depending on the type, composition and leadership of an organization or group. In conjunction with Tuckman's Teamwork Model, Stacked Influence Theory integrates and extends educational, sociological, and psychological perspectives on social organization as well as research on the effects of family, school, and community environments on educational outcomes. Community engagement in the professional context of teaching leads to cooperation between the school represented by teachers and the school's internal and external environmental communities such as parents and the local community based on teaching ethics. By recognizing the role of each entity in shaping community engagement, researchers and scholars can design effective interventions to enhance community growth and well-being, thereby contributing to a more fulfilling and productive society.

Author(s) Details:

Azad Iqram Nadmilail,
Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi, Selangor, Malaysia.

Mohd Effendi @ Ewan Mohd Matore,
Research Centre of Education, Leadership and Policy, Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi, Selangor, Malaysia and University Research Groups (KPU), Educational Evaluation, The National University of Malaysia (UKM), Bangi, Selangor, Malaysia.

Siti Mistima Maat,
University Research Groups (KPU), Educational Evaluation, The National University of Malaysia (UKM), Bangi, Selangor, Malaysia and STEM Enculturation Research Center, Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia.

Please see the link here: https://stm.bookpi.org/RRAASS-V4/article/view/13056