Becoming Aware of the Challenges of Helping Students Learn: An Examination of the Nature of Learning during a Service-Learning Experience

Autor/inn/en	Lawrence, Molly N.; Butler, Malcolm B.
Titel	Becoming Aware of the Challenges of Helping Students Learn: An Examination of the Nature of Learning during a Service-Learning Experience
Quelle	In: Teacher Education Quarterly, 37 (2010) 1, S.155-175 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Service Learning; Field Experience Programs; Learning Experience; Learning Processes; Middle Schools; Science Education; Focus Groups; Interviews; Teacher Education Curriculum; Program Descriptions; Program Effectiveness; Teacher Attitudes; Teaching Methods; Family School Relationship + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Service-Learning; Praxisnahes Lernen; Lernerfahrung; Learning process; Lernprozess; Middle school; Mittelschule; Mittelstufenschule; Naturwissenschaftliche Bildung; Interviewing; Interviewtechnik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this manuscript is twofold: First, the authors explore the nature of the learning in which their students engaged during a service-learning experience in efforts to understand the meanings of teaching and learning they constructed, and how the context of this experience interacted with their candidates' previously constructed meanings of teaching and learning. Second, this manuscript is intended to provide a description of the service-learning field experience in which their candidates engaged so that others can consider ways to construct similar experiences for their own candidates in collaboration with schools and K-12 personnel. The authors believe the nature of a service-learning focus is a particularly empowering model for conceptualizing field experiences in teacher education and briefly define this term as well as their rationale for this argument. Thus, although their primary focus is the meaning making in which their candidates engaged, and the connection between the context of this experience and these deeper meanings of teaching and learning, the authors include relevant details of the service-learning experience throughout their work in an effort to continue pushing themselves and others to find ways to address the learning needs of preservice teachers while doing so in a way that align service-learning approaches. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10