Perceptions of the Teacher Candidates Towards Community Service Learning

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

“…The phenomenon of differences in positive and negative perceptions of teacher candidates towards the concept of school, teacher, and student in the context of educational services can be influenced by the learning environment, learning experience, responsibility for self-development, and awareness of learning needs. (Sadik and Sadik 2014;Soykan et al 2015). Different perspectives produce varied descriptions of schools and their service activities (Ghufron and Hardiyanto 2017).…”

“…Educational metaphors are widely used for educational practice and research, as one approach to explaining current educational practice (Casebeer 2015;Suleyman 2016;Wahyu et al 2021). The function of metaphor emphasizes profiling and mapping modeling mechanisms to understand individual competence and development (Soykan et al 2015). metaphors are used to reveal practical problems of basic education such as teacher education, and classroom management in finding solutions by gathering information about ideas in various fields (Yüksel 2019).…”

Component Learning Community for Informal Education to Support Culinary Community at Era New Normal Covid-19: A Systematic Literature Review

“…The perception of prospective teachers in participation or participation and practice in the learning community is very important to solve problems. Empowering prospective teachers is a beneficial thing, especially for socialization, personal development of students, social responsibility and awareness of various needs in society [21]. Not good and not optimal if there is no participation from community members where collaboration is crucial for the success of the teaching and learning process.…”

“…Self-reflection in community-based learning is categorized into the reflective practice of individuals with authentic contexts [5] applied to informal education [56], students can connect from each activity or information point to other information according to the needs of students [5]. Quality learning with experience and access to challenging content, feedback through formative assessment and opportunities for independent learning independently [14], empowering teacher candidates in terms of socialization, personal development, social responsibility and awareness of community needs [21] about the importance of lifelong learning life [22] by utilizing sophisticated information and communication technology [23].…”

Factors Influencing Service-Based Learning in Tehran Elementary Schools

“…In a research by Rusa, Copaci, Soos (2015) titled effect of training online Service Learning on improving skills training in students, aiming at the effect of SL on improving students learning in the components of self-efficacy, mental well-being, attitude and civil skills depicted a positive outcome in students' attitude toward other cultures after participating in the course which caused them to respect and valuate cultural diversities. In addition, Shomer aiming at determining SL concept showed that SL is designable in two ways; one is based on school, the other on society, in which this method of learning has been introduced as a powerful and exciting educational innovation (Soykana, Gunduzb, Tezer, 2015). In research by Rostami, Zarafshani, Geravandi (2014) under the title of Service Learning: a modern approach in higher education system in agriculture, aiming at introducing SL in agriculture operating course, showed that SL can be practiced as an experimental learning method in other agriculture faculties.…”