Theory to Practice: Integrating Service-Learning into a Pre-Practicum Introduction to School Counseling Course

Havlik, Stacey; Bialka, Christa S.; Schneider, Kaitlyn

doi:10.7729/82.1168

Cited by 8 publications

(5 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the one hand, the results are consistent with those from other studies, according to which the pedagogical practices of Service Learning correlate with a change or the promotion of pro-social attitudes both among teachers [45] and students [46]. On the other hand, the results emphasise that those students who participate in Service Learning projects develop a commitment to their environment from a transformative perspective in a special way [11], encouraging students to develop critical thinking skills and multicultural awareness [47], acquire intercultural skills, learn to recognise and mediate in their community [48], and prepare future teachers to face injustice and work toward socially supportive actions [12].…”

Section: Discussionsupporting

confidence: 90%

The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

2021

View full text Add to dashboard Cite

This research arises from the university’s need to contribute to the training of professionals, especially teachers, who, in turn are committed to contribute to a more sustainable and socially just world at the institutions for which they are professionals. In this context, a pedagogical approach emerges to promote the development of the civic and social competences of higher education students’ using the methodology of Service Learning. The aim of this study is to analyse the acquisition and development of the socio-educational commitment and self-efficacy variables of student teachers based on their participation in Service Learning programmes, comparing this with the results of carrying out university volunteering activities. A quantitative correlational study was carried out with preservice teachers (N = 207). The basic hypothesis is that the results would be in favour of the participation in Service Learning activities on the fundamental variables of the study: socio-educational commitment, teaching self-efficacy and self-efficacy in the creation of instructional materials. For this purpose, a specific scale was designed to measure Teachers’ socio-educational commitment with favourable psychometric characteristics. The results show sufficient empirical evidence (p < 0.01) for the development of socio-educational commitment and self-efficacy variables in favour of those who participated in Service Learning programmes.

show abstract

Section: Discussionsupporting

confidence: 90%

The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

2021

View full text Add to dashboard Cite

show abstract

“…McConnell (2011) suggests that this emphasis on personal teaching and learning gives the AT and student teacher, both individually and in teams, the opportunity to continuously improve their approaches to working with children. This focus empowers students to experience the complexity and messiness of teaching in rich, real-world experiences (Havlik et al, 2019).…”

Section: Literature Review Definitionsmentioning

confidence: 99%

Proceedings. Rangahau: Te Mana o te Mahi Kotahitanga / Research: The Power of Collaboration. Unitec/MIT Research Symposium 2022, December 8 and 9

2023

View full text Add to dashboard Cite

This paper examines the role of collaboration in inquiry-based project work in early childhood education in Aotearoa New Zealand. It draws upon findings from a research project exploring how inquiry-based project learning has been interpreted and undertaken in early childhood settings in this context. Inquirybased project learning is a collaborative approach, underpinned by sociocultural theories, that supports a democratic view. The study is positioned in an interpretivist qualitative paradigm and is informed by sociocultural theories. A narrative inquiry approach informed the study design. Phase One of the project, which comprised a national questionnaire sent to all early childhood centres registered on the national ECE data base was completed in 2021. Phase Two, underway at the time of writing this paper, has involved a small number of purposively selected early childhood settings. At each of these settings, data collection has comprised an interview with the teaching team about their pedagogical frameworks, key influences and teaching practices, and a period of classroom observations focused on a current inquiry.Analysis of the data suggests that collaboration is cultivated when kaiako (teachers) prioritise whanaungatanga (sustaining connections and relationships) and have spent time developing pedagogical practices resulting in shared understandings surrounding inquiry-based project work. The impact of collaboration on the learning of tamariki (children) is demonstrated by a series of vignettes from the Phase Two data, demonstrating that developing a collaborative learning culture of inquiry fosters reciprocity, connection, theory making and problem solving.

show abstract

“…Service learning can play an important role as pre-practicum experience for health profession students (Barbee, Scherer & Combs, 2003;Havlik, Bialka, & Schneider, 2016;Jett & Delgado-Romero, 2009). The literature in counseling education, for example, demonstrates that service learning can provide an opportunity to practice basic counseling skills and witness social injustice, preparing students for practicum classes (Havlik, Bialka & Schneider, 2016). Pre-practicum service learning can also provide community networking opportunities as well as expose students to a variety of professional counseling activities (Jett & Delgado-Romero, 2009).…”

Section: Providing Pre-practicum Experiencesmentioning

confidence: 99%

Service Learning Within the Community Music Therapy Approach (CoMT)

Kwoun

2019

Voices

View full text Add to dashboard Cite

The paper explores service learning as one of the pedagogical methods for music therapy students in supporting them to become professionals who can adapt and practice a holistic approach. Community music therapy (CoMT) is proposed as a conceptual framework that can guide the development and practice of music therapy service learning projects. Accordingly, a case example is presented of music therapy student service learning project based from a CoMT orientation. More specifically, this example reflects on participation in the Creative Music Making program as a service learning project for music therapy students. Creative Music Making is an annual collaborative music performance project conducted by the Maryville University Music Therapy Program, St. Louis Symphony, and St. Louis Arc, a non-profit organization that serves individuals with developmental disabilities. The paper outlines the details of the project and discusses the positive impact of the Creative Music Making project on the community participants, the over-arching community, and the music therapy students’ personal and professional development.

show abstract

Theory to Practice: Integrating Service-Learning into a Pre-Practicum Introduction to School Counseling Course

Cited by 8 publications

References 15 publications

The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

Proceedings. Rangahau: Te Mana o te Mahi Kotahitanga / Research: The Power of Collaboration. Unitec/MIT Research Symposium 2022, December 8 and 9

Service Learning Within the Community Music Therapy Approach (CoMT)

Contact Info

Product

Resources

About