Exploring the Value of Service-learning on Pre-service Teachers

Mergler, Amanda; Carrington, Suzanne; Boman, Peter; Kimber, Megan; Bland, Derek

doi:10.14221/ajte.2017v42n6.5

Cited by 36 publications

(41 citation statements)

References 23 publications

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“…From the results of the above findings, it is found that these trainee teachers are very welcome to the opportunity to teach in an inclusive setting. Similar result was found in a study conducted by Mergler (2017) where preservice teachers showed a willingnes to support…”

Section: Discussionsupporting

confidence: 90%

Trainee Teachers Level of Willingness for Inclusive Education

Anthony

Yasin

2019

ICSAR

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Every student at the Teacher Education Institute (IPG) has now been given an inclusive education course so they know about its implementation at school. Therefore, this research looks at how far the willingness of new teachers to be placed in schools with inclusive education. It was conducted in IPG in Sabah which involved 50 trainees from 5 different courses and took the Inclusive Education subject. It is a survey of quantitative reviews and uses questionnaires for data collection. The data were analyzed using Statistical Packages for the Social Science (SPSS) to see the frequencies, percentage and mean descriptive analysis. Besides, five trainee teachers from five different courses were interviewed to identify barriers that may interfere with the trainee teachers' willingness for inclusive education. The results showed that 86 % of the trainee teachers are ready to accept special need students without prejudice and 84 % are willing to approach and recognize special needs students in their classroom. The findings also showed that there was no significant difference in the readiness of the IPG trainee in the implementation of inclusive education based on gender namely t = -0.270 with P = 0.811 greater than 0.05 (P <0.05). The trainee teachers should be able to meet the needs of students with disabilities in school. The success of inclusive education rests on teacher preparation gearing towards inclusive education. However, continuous guidance is essential to help produce qualified teachers, especially in understanding the underlying philosophy of inclusive education.

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Section: Discussionsupporting

confidence: 90%

Trainee Teachers Level of Willingness for Inclusive Education

Anthony

Yasin

2019

ICSAR

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“…Asimismo, cabe destacar la capacidad del alumnado para adoptar un enfoque más inclusivo en sus sesiones. A través del ApS el alumnado ha evidenciado un desarrollo de sus competencias relativas a la inclusión (Carrington et al, 2015;) y la diversidad (Cámara et al, 2017;Mergler et al, 2017).…”

Section: Discusión Y Conclusionesunclassified

“…Múltiples investigaciones han determinado que el ApS se establece como una metodología óptima que permite desarrollar competencias relativas a la inclusión (Carrington, Mercer, Iyer y Selva, 2015;Lleixà y Nieva, 2018;O'Meara, Huber y Sanmiguel, 2018), la diversidad (Cámara, Díaz y Ortega, 2017;Mergler, Carrington, Kimber, Bland y Boman, 2017) o la multiculturalidad (Chang et al, 2011;Peralta et al, 2016). De este modo, el ApS genera oportunidades para que el alumnado se enfrente a sus propias creencias y prejuicios (Peralta et al, 2016).…”

Section: Introductionunclassified

Aprendizaje-servicio en la formación inicial docente: desarrollo de la inclusión en el área de didáctica de la expresión corporal

Chiva-Bartoll¹,

Salvador-García²,

Peris³

et al. 2019

Bordón

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INTRODUCCIÓN. La universidad actual debería contribuir a consolidar, en la práctica, competencias personales y sociales vinculadas al conocimiento de los derechos, deberes y libertades propios de las sociedades democráticas. Recientes estudios sostienen que el aprendizaje-servicio representa una vía efectiva para materializar este requerimiento. La presente investigación analiza los efectos de un programa de aprendizaje-servicio aplicado en el Área de Didáctica de la Expresión Corporal, del Grado de Maestro y Maestra de Educación Primaria. MÉTODO. 141 estudiantes (79 mujeres y 62 varones) completaron una de las dos ediciones de aprendizaje-servicio realizadas durante los cursos 2016-2017 y 2017-2018, centradas en facilitar la inclusión de colectivos infantiles en riesgo de exclusión a través del desarrollo motor y social. La estructura del programa siguió las fases del aprendizaje experiencial promulgado por Kolb (1984), haciendo especial hincapié en los procesos de reflexión. Se analizaron los diarios reflexivos escritos por el alumnado en base al modelo conceptual de Butin (2005), llevándose a cabo una fase inicial de codificación abierta y una segunda de codificación axial, asistidas con el programa informático NVivo (10). RESULTADOS. Dando respuesta a las preguntas de investigación, los resultados satisfacen todas las categorías del modelo: técnica, cultural, política y posestructural. DISCUSIÓN. El estudio refleja que cuando los maestros y maestras en formación afrontan en primera persona concepciones sociales o culturales diferentes a las que están acostumbrados a vivir, se esfuerzan por comprenderlas y reexaminar sus propios valores y creencias, concluyendo que existe un impacto positivo del aprendizaje-servicio sobre su formación.

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“…Existing research into its use for preservice teacher education has demonstrated that participation in service-learning activities: i. contributes to career development (Anderson, 2000;Barnes & Caprino, 2016;Boyle-Baise & Kilbane, 2000;Chambers & Lavery, 2012;Cone, 2012;Dodd & Lilly, 2000;D'Rozario et al, 2012;Hallman & Burdick, 2011;He & Prater, 2014;Hildebrandt, 2014;Kistler & Crosby, 2014;McHatton, Thomas & Lehman, 2006;Mergler, Carrington, Boman, Kimber & Bland, 2017;Wade, 1997), ii. fosters personal, emotional and social development (Anderson, 2000;Barnes & Caprino, 2016;Bernadowski, Perry & Greco, 2013;Boyle-Baise & Kilbane, 2000;Butcher et al, 2003;Chambers & Lavery, 2012;Cone, 2012;Dodd & Lilly, 2000;Donahue, Bowyer & Rosenberg, 2003;D'Rozario et al, 2012;He & Prater, 2014;Hildebrandt, 2014;Kaschak & Letwinsky, 2015;Kistler & Crosby, 2014;McHatton et al, 2006;Mergler et al, 2017;Petersen, 2007;Wade, 1997), iii. promotes active citizenship and social responsibility (Anderson, 2000;Butcher et al, 2003;Chambers & Lavery, 2012;D'Rozario et al, 2012;Glazier, Able & Charpentier, 2014;McHatton et al,...…”

Section: Introductionmentioning

confidence: 99%

“…promotes active citizenship and social responsibility (Anderson, 2000;Butcher et al, 2003;Chambers & Lavery, 2012;D'Rozario et al, 2012;Glazier, Able & Charpentier, 2014;McHatton et al, 2006;Wade, 1997), iv. develops critical thinking and reflection skills (Anderson, 2000;Cone, 2012;Hallman & Burdick, 2011;He & Prater, 2014;Kistler & Crosby, 2014), and v. cultivates appreciation for human diversity (Anderson, 2000;Boyle-Baise & Kilbane, 2000;Cone, 2012;Donahue et al, 2003;Glazier et al, 2014;Kistler & Crosby, 2014;McHatton et al, 2006;Mergler, Carrington, Kimber & Bland, 2016;Mergler et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Service-Learning on EFL Teacher Candidates’ Academic and Personal Development

Şimşek¹

2020

EUROPEAN J ED RES

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Despite its well-documented benefits for training a wide range of professionals, including teacher candidates in almost all content areas, the incorporation of service-learning into foreign language teacher education is relatively new, and most research only dealt with narrative accounts of non-work-related charitable activities. Consequently, this study sought to investigate the impact of the 20-hour peer-tutoring project on the teaching beliefs, community service attitudes, personal and professional development of 14 Turkish EFL teacher candidates. A comparison between their pre-and post-service metaphors revealed a conceptual shift not only in their teaching perspectives from the behaviorist to constructivist paradigm for knowledge acquisition, but also in their community partnership approaches from the unidirectional to reciprocal pattern of altruism towards their tutees. The classification of their written reflections into six types of significant learning demonstrated that despite a relatively greater focus on expressing their foundational knowledge and application practices, a more balanced distribution of learning gains was achieved between the two overarching spheres of academic learning and personal growth, when coursework engagement and multimodal reflections were co-implemented. They reported developing effective teacher dispositions, interpersonal skills and social responsibility, valued intrinsic rewards for their contributions to the youth well-being, and also appreciated the informal professional learning opportunities the peer-tutoring service offered, though without establishing their own learning agendas.

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Exploring the Value of Service-learning on Pre-service Teachers

Cited by 36 publications

References 23 publications

Trainee Teachers Level of Willingness for Inclusive Education

Trainee Teachers Level of Willingness for Inclusive Education

Aprendizaje-servicio en la formación inicial docente: desarrollo de la inclusión en el área de didáctica de la expresión corporal

The Impact of Service-Learning on EFL Teacher Candidates’ Academic and Personal Development

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