Search results for: Service learning
Page 1/2 18 items
Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators
The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the development of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university students of the academic year 2017–18 was used. A pre-experimental study was carried out, using a pre-test-post-test study with natural groups, without a control group. The findings of this study show that service-learning contributed to improve knowledge in sustainability in the 5 case studies analysed. The findings also demonstrate how the use of service-learning promotes the development of practical skills associated with sustainability action.
Updated: Mar. 28, 2022
Involving student teachers in the recovery of our elders’ memories: a service-learning project in higher education
Through a service-learning project embedded within a broader framework of arts-based research, student teachers designed an artistic workshop that they implemented in a rural community centre. This workshop allowed the creation of visual narratives that were especially appropriate to recover elders’ memories. By means of a case study, the impact of the service-learning project developed during the training of the students was analysed. The results enable us to ascertain students’ perceptions related to the benefits and impact of the project in their training. Students have a positive opinion regarding the opportunity of experiencing a service-learning project that allowed them to create a documentary film where they portrayed the life histories of the elderly people. For the City Council (the partner in this project), as well as for the participants in the workshops, it was also an enriching experience that can be transferred to other contexts. The positive effects of the project reflect student teachers’ commitment to society and opportunities for experiential learning in teacher training courses.
Updated: Feb. 14, 2022
Teaching and Learning with Others: Situated Encounters in Service Learning among Pre-Service Teachers
This ethnographic case study looks at the emerging teacher identities of pre-service teachers by examining their service learning experiences in a literacy programme for pre-school children from an urban poor community in the Philippines. Specifically, constructs of teacher’s roles, understandings of the goals of education, sense of self-efficacy, and identification to the teaching profession are explored from their situated encounters in a literacy programme. The relevance of reflection and mentoring during the teaching-learning process of service learning is likewise considered. Thematic analysis of observation notes, submitted portfolios, and interview transcripts revealed how pre-service teachers can learn more about themselves and their pivotal role in society particularly when their service learning is deliberately oriented towards social justice. Such findings on these situated encounters in service learning can provide valuable insights as to how a social justice approach to service learning is important to curriculum design and implementation of teacher education.
Updated: Jul. 28, 2021
The aim of this study was: (a) to measure the effectiveness of a supporting tutor-training curriculum and content knowledge gains for preservice teachers engaged in service learning and (b) to determine whether tutor training and field experience improved the preservice teachers’ teaching self-efficacy beliefs. One hundred and thirteen upper-division undergraduate students enrolled in Social Foundations of Multicultural Education courses participated in course-embedded tutor-training and fulfilled a 20-h service-learning requirement by tutoring pupils in local elementary schools. The study results suggest that a course-specific tutor-training curriculum advances the participants’ knowledge and skill in tutoring. The results also indicate that the combination of tutor training and field application (i.e. tutoring in a classroom) function to increase students’ self-efficacy as future teachers.
Updated: Sep. 26, 2019
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