The impact of service learning on the training of pre-service teachers

Abstract

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Service Learning Within a Secondary Math and Science Teacher Education Program: Preservice MAT Teachers’ Perspectives

“…Multicultural Teacher Development • Enhanced awareness of racial, ethnic, and ability diversity, ELL challenges, community needs, and culturally specific traditions and roles (Gil‐Gomez, Chiva‐Bartoll, & Marti‐Puig, ; Hildenbrand & Schultz, ; Lavery, et al, ; Swick & Rowls, ; Tinkler et al, ) • Challenged stereotypes of members of diverse populations (Baldwin, Buchanan, & Rudisill, ; Boyle‐Baise, ; Carrington & Selva, ; Conner, ; Galvan & Parker, ; Houseman, Meaney, Wilcox, & Cavazos, ; Lavery et al, ; Meaney, Housman, Cavazos, & Wilcox, ; Tinkler et al, ) • Understanding the broader social context of schools and institutional inequality (Houseman et al, ; Tinkler et al, ) • Exposure to multicultural education and social justice education (Baldwin et al, ; Bell et al, ; Calabrese‐Barton, ; Cone, ; Wallace, ) • Improved abilities to communicate with students, parents, and community members (Coffee, ; Houseman et al, ; McCollough & Ramirez, ) • Differentiated teaching practices and diversification of curriculum (Baldwin et al, ; Boyle‐Baise, ; Carrington & Selva, ; Chien, ; Gil‐Gomez et al, ; Swick & Rowls; Tinkler et al, ) …”

VI Jornada Nacional sobre estudios universitarios. II Taller de innovación educativa. Competencias: formación y evaluación

“…Esta es una técnica que consiste en hacer reflexionar y sacar conclusiones de lo ocurrido en el aprendizaje, realizando una entrevista grupal con unos condicionantes previos para propiciar la participación de la totalidad del grupo. El objetivo fue que dieran sus opiniones sobre cuatro perspectivas de análisis de acuerdo con el modelo de Butin (2005) desarrollado posteriormente por Gil, Chiva y Martí (2015). Se utilizaron distintos tipos de preguntas (cerradas y abiertas) y versaban sobre las cuatro dimensiones del modelo citado (técnica, potestructural, política y cultural).…”

Investigating the opinions of physical education teacher candidates on the school experience course

“…On the other hand, it is necessary to emphasize that school experience practices creates anxiety, to a certain extent, for teacher candidates, which allows them to improve their knowledge (Mawer, 1995). Depending on examining the majority of the researches about teacher candidates, it was seen to be related to their learning about diversity, social justice and themselves (Baldwin et al, 2007), their experiment about disabled students (Gill-Gomez et al, 2015), their attitudes about ethnic minority families (Amatea et al, 2012), their behavior relevant to digital games (Sardone and Devlin-Scherer, 2010) and their learning levels (Hildenbrand and Schultz, 2015). According to the results of the research conducted on the school experience course, teacher candidates find school experience and teaching practice courses beneficial, and have the chance to assess actual school environments as a result of the practices performed in the framework of these courses (Herguner et al, 2002;Guven, 2004;Isıkoglu et al, 2007;Sag, 2008;Ozmen, 2008;Becit et al, 2009;Kavas, Buyukgoze and Bugay, 2009;Ozcelik, 2012;Temel et al, 2016).…”