Loading...
Exploring the value of service-learning on pre-service teachers
Mergler, Amanda Carrington, Suzanne B. Boman, Peter Kimber, Megan P. Bland, Derek
Mergler, Amanda
Carrington, Suzanne B.
Boman, Peter
Kimber, Megan P.
Bland, Derek
Abstract
Service-learning as a transformative pedagogy within university education is becoming increasingly popular in Australia. Advocates of service-learning indicate that the practice of combining community based voluntary work with theoretical in-class academic knowledge leads to a greater awareness about diversity and difference in students. While such claims are enticing, particularly in pre-service teacher education where there is a need for teachers to understand and embrace diversity, it is important to determine the veracity of such claims. The current study used a repeated measures design to explore whether engaging in service-learning as part of an inclusive education unit resulted in changes in pre-service teachers’ willingness to support diverse students and their sense of confidence and preparedness when teaching such students. Results revealed that fourth year pre-service teachers self-reported significantly higher levels of willingness to include diversity, confidence to support diversity, and preparedness to teach diverse students after service-learning than before. These results indicate that undertaking a service learning experience as part of an inclusive education unit in a teacher education degree may result in positive changes in students that support an inclusive approach to education.
Keywords
Date
2017
Type
Journal article
Journal
Book
Volume
42
Issue
6
Page Range
69-80
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled