English Version
Abstract
This paper addresses the strengths and challenges of university-based service learning projects, using preservice elementary teachers in an undergraduate social studies methods course as a model for implementing service learning in university courses. The goal of the project was to provide future teachers with the motivation and experience in facilitating service learning projects as a means of promoting student equity, social responsibility, and social justice. The carryover of this attitude and response to the first year of the teaching career is considered. Three cases of teachers are presented to share findings that focus on issues of context, teacher characteristics, understanding of the service learning pedagogy, and the responsiveness of students to the approach. Implications and recom mendations for including service learning pedagogy in university courses are discussed.
This paper addresses the strengths and challenges of university-based service learning projects, using preservice elementary teachers in an undergraduate social studies methods course as a model for implementing service learning in university courses. The goal of the project was to provide future teachers with the motivation and experience in facilitating service learning projects as a means of promoting student equity, social responsibility, and social justice. The carryover of this attitude and response to the first year of the teaching career is considered. Three cases of teachers are presented to share findings that focus on issues of context, teacher characteristics, understanding of the service learning pedagogy, and the responsiveness of students to the approach. Implications and recom mendations for including service learning pedagogy in university courses are discussed.
Service learning is an instructional approach that engages K-16 students in service related activities while connecting the experience to course curricula so students have the opportunity to learn academic content while applying that knowledge in service to their community. This model is predicated on student involvement and student ownership of the experience to make it meaningful and personally relevant. The study university defines service learning as:
An experience-based form of pedagogy in which students, faculty, and community partners work together to integrate and apply empirically-grounded knowledge in authentic settings to address the needs of the community and meet instructional objectives using action and critical reflection to prepare students for careers and to become meaningful members of a just and democratic society. (University of Utah)
Journals for full download on the link below
An experience-based form of pedagogy in which students, faculty, and community partners work together to integrate and apply empirically-grounded knowledge in authentic settings to address the needs of the community and meet instructional objectives using action and critical reflection to prepare students for careers and to become meaningful members of a just and democratic society. (University of Utah)
Journals for full download on the link below
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