Search results for: Service learning
Page 1/2 14 items
Pre-service Physical Education Teachers’ Indigenous Knowledge, Cultural Competency and Pedagogy: A Service Learning Intervention
In this article, the authors investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency. Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies.
Updated: Jan. 17, 2017
Potential of Service-Learning to Promote Sustainability Competencies in Pre-service Teachers: A Case Study
This study investigates the potential of service-learning to develop a situated, embodied and critically reflective human agency for sustainability. Exploration of intended learning outcomes and project and assessment experiences across three cases reveal the potential of service-learning to develop in pre-service teachers sustainability competencies involving participative action with community partners to achieve agreed-upon outcomes.
Updated: Jan. 02, 2017
Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families
This paper provides a description of service learning implemented in a course entitled 'Working With Socioculturally Diverse Families' for teacher education candidates. Students participated in 30 hours of service learning in which they provided support and service to diverse mentor families and implemented family events at participating schools. Students reported learning about the dynamics of family diversity, how family resources and backgrounds influence children's school success, and how family involvement should be viewed as a continuum given the diverse priorities and resources of families.
Updated: Oct. 05, 2016
The purpose of this study is to examine how different projects influence students’ understanding of service learning. The study revealed that different service learning experiences in three different projects provided preservice teachers with different leaning opportunities and became an important facilitator of their conceptualization of service learning. The projects placed the priority on students’ evaluations of real community needs and social problems. However, project goals have a potential to limit student thinking about community needs and social problems.
Updated: Jun. 10, 2015
This article aims to examine the process of critical professional identity development as it was perceived by the teacher candidates who participated in the service-learning programme. This study presents three main processes that took place in the development of a critical professional identity among teacher candidates during service-learning. These processes included the following: (1) Deconstructing stereotypes through engagement with the ‘other', (2) Coping with difficulties, dilemmas or conflicts that arise from dialogue with the ‘other', and (3) Shifting from a hegemonic professional perception to a dialogic one.
Updated: Jun. 08, 2015
This study considered the question of how students of color participating in Social Action Program (SAP) perceived their experiences in the program as compared with their White classmates. This study paid special attention to racial differences in how participants perceived the climate of this program. The findings revealed that the students of color participating in SAP described a weaker sense of community in the SAP classroom than did their White classmates and were often silent during the very discussions in which diverse perspectives would catalyze student learning and growth. In addition, many students of color expressed a reluctance to engage in race discussions with their classmates or to respond to perspectives they perceived as naïve, inaccurate, or offensive.
Updated: Sep. 03, 2014
The purpose of this study was to describe the use of service-learning (SL) by special education faculty at 4-year colleges and universities across the United States. This study also aimed to determine faculty attitudes and beliefs about the application of SL in special education. Results show that faculty represented a wide range of institutions and had varying levels of SL experience. There was variability in beliefs about and implementation of SL across faculty. Barriers to incorporating SL in courses and research were minimal.
Updated: Mar. 19, 2014
In this article, the authors examine how teacher training can play an active role in inculcating teachers with sociopolitical awareness and the resultant image of this transformative teacher training. The authors present a conceptual and practical model for training teachers as involved intellectuals in the society and in the community. The model was built in light of educational challenges in the global, technological, and competitive world in general and in Israeli society with its schisms and violence in particular. The article also describes findings from pilot studies which have been done to assess the teacher training program at the Kibbutzim College of Education in Israel.
Updated: Feb. 26, 2014
This article provides a description of service learning implemented in an introductory special education course focused on the culture of disability. Collaborating with liaisons from five community service organizations, students provided services to individuals with disabilities in a variety of projects across two semesters.
Updated: Sep. 27, 2012
The Multidimensionality of Multicultural Service Learning: The Variable Effects of Social Identity, Context and Pedagogy on Pre-service Teachers’ Learning
In this article, the authors are interested to assess the effects of pre-service teachers’ social identities, Multicultural service learning (MSL) contexts, and university pedagogy on pre-service teachers’ awareness of cultural bias, understanding of social inequality, and commitment to teaching diverse students. The authors collected survey data from 212 pre-service teachers engaged in 22 MSL sites.
Updated: Jul. 23, 2012