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

2021 ◽  
Vol 13 (20) ◽  
pp. 11445
Author(s):  
Juan Tomás Asenjo ◽  
Elsa Santaolalla ◽  
Belén Urosa
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Student Teachers ◽  
Self Efficacy ◽  
Instructional Materials ◽  
Education Students ◽  
Quantitative Correlational Study ◽  
Basic Hypothesis ◽  
Social Competences ◽  
The Impact

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.

“Should I Go to Ireland or Mexico?”

2018 ◽  
pp. 1868-1885
Author(s):  
Scott L. Roberts ◽  
Kristina Rouech
Keyword(s):  
Study Abroad ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Education Students ◽  
Study Abroad Programs ◽  
University Professors ◽  
The University ◽  
The Impact ◽  
First Time ◽  
Further Development

This chapter presents and discusses the experience of two university professors' participation in two different study abroad programs. Within the first two years of employment at the university, one professor went to Oaxaca and the other went to Ireland with groups of pre-student teachers. The chapter discusses previous literature and the impact of study abroad programs on teacher education, program basics from the authors' university, the authors' personal experiences travelling with students for the first time, commonalities and differences among the two programs, benefits from their experiences, and ideas for further development of effective study abroad programs for education students.

The Impact of Service-Learning on Health Education Students' Cultural Competence

2012 ◽  
Vol 43 (5) ◽  
pp. 269-278 ◽  
Author(s):  
Jeff Housman ◽  
Karen S. Meaney ◽  
Michelle Wilcox ◽  
Arnoldo Cavazos
Keyword(s):  
Health Education ◽  
Service Learning ◽  
Cultural Competence ◽  
Education Students ◽  
The Impact

Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers

2015 ◽  
Vol 14 (3) ◽  
pp. 270-293 ◽  
Author(s):  
David Scheer ◽  
Markus Scholz ◽  
Astrid Rank ◽  
Christian Donie
Keyword(s):  
Preservice Teachers ◽  
Special Needs ◽  
Student Teachers ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Inclusive Classroom ◽  
General Effect ◽  
Future Teachers ◽  
School Teachers ◽  
Case Examples

This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Preservice teachers for special needs school rated highest in inclusive beliefs, and self-efficacy secondary school teachers and academic high school teachers lowest. The intended profession also plays a role in rating the readiness for inclusion of the presented case examples. In the eyes of future teachers, children with intellectual disabilities and complex special needs should be educated in special needs schools.

Changes in ACL Scales Corresponding to Changes in Educational Levels

1970 ◽  
Vol 27 (2) ◽  
pp. 359-363
Author(s):  
John M. Ivanoff ◽  
Jane A. Layman ◽  
Ronald Von Singer
Keyword(s):  
Graduate Education ◽  
Student Teachers ◽  
Analysis Of Variance ◽  
Self Concept ◽  
Female Education ◽  
Education Students ◽  
Educational Levels ◽  
The Impact ◽  
Selective Process

The purpose of this study was to examine differences in need variables and in self-concepts among three groups of female education students. Ss were 107 beginning undergraduates in education, 74 student-teachers, and 40 graduate education students at Marquette University. The ACL was used to obtain information on changes in the need and self-concept structure defined by the ACL scales as a function of both the selective process operating within the field of education and the impact on that structure of continuing within the field itself. Analysis of variance procedures showed statistically significant differences among the three groups on over half of the ACL scales.

scholarly journals A practice-based intervention to prepare preservice teachers for inclusion using universal design for learning

2019 ◽  
Author(s):  
◽  
Mary Elizabeth Decker
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
General Education ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Fundamental Knowledge ◽  
Design For Learning ◽  
The Impact

General education pre-service teachers are expected to teach diverse learners, including those with disabilities, in the general education settings. Yet many are not adequately prepared to teach all students. Universal Design for Learning (UDL) is a framework to increase inclusive practices, however, it is unknown how to best teach this to pre-service teachers. The purpose of this study is to examine the impact of using a practice-based approach to teach UDL as compared to a lecture-based approach to teach UDL to better prepare general education pre-service teachers. Constructs of interest include pre-service teachers' fundamental knowledge including UDL, self-efficacy and UDL application. A mixed methods triangulation design was employed. While pre-service teachers from both groups had significant gains in their foundational knowledge, reported self-efficacy, reported UDL knowledge and ability to apply UDL ideas, participants in the practice-based group did have some advantages, specifically in the area of UDL application.

scholarly journals Service-Learning Cross-Cultural Collaboration: Sustainable Actions in an Elementary School, Bagaces, Costa Rica

2013 ◽  
Vol 8 (1) ◽  
pp. 102-115
Author(s):  
Caroline Murrie Clevenger ◽  
Katharine Leigh
Keyword(s):  
Costa Rica ◽  
Service Learning ◽  
Cross Cultural ◽  
Collaborative Problem Solving ◽  
Education Students ◽  
Learning Opportunity ◽  
Professional Programs ◽  
Student Values ◽  
The University ◽  
The Impact

This paper examines the impact of the experience and learning outcomes from a problem-based service-learning opportunity carried out within the context of a travel course focused on sustainable design and construction. Through a partnership between professional programs from two institutions of higher education, students from XXX University travel to Costa Rica to meet their learning partners from the University of Costa Rica. During the travel course students participate in a service-learning project. The experience successfully emphasizes the power of service-learning to impact student values and thinking, reinforcing social and civic responsibility. As a mechanism to achieve cross-cultural understanding, this service-learning opportunity successfully invites exchange and appreciation of similarities as well as differences through collaborative problem solving, deepening student motivation to learn.

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