Increasing the Literacy Knowledge of Teacher Candidates: Why Service-Learning Matters

Pittman, Ramona T.; Garfield, Theresa; Piper, Rebekah E.

doi:10.33596/coll.66

Cited by 1 publication

(1 citation statement)

References 20 publications

(27 reference statements)

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“…In other words, participation in the authentic activity of the community can build relationships and knowledge, which can lead to learning (Cleland & Durning, 2019) Additionally, pre-service teachers need to have the opportunity to implement what they have learned through books and in-class activities with actual students. Service-learning allows pre-service teachers to apply their pedagogical and content knowledge with a community and understand their needs in learning (Pittman, Garfield & Piper, 2020). In a service-learning environment, pre-service teachers can guide students in small groups in overcoming their complications and create a variety of solutions, encouraging and at the same time strengthening critical thinking (Siew, Amir & Chong., 2015).…”

Section: Authentic Experiences In Service-learningmentioning

confidence: 99%

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Pazilah¹,

Hashim²,

Yunus³

2021

AWEJ

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As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

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Section: Authentic Experiences In Service-learningmentioning

confidence: 99%