Analyzing Service-Learning Reflections through Fink's Taxonomy

Autor/inn/en	Barnes, Meghan E.; Caprino, Kathryn
Titel	Analyzing Service-Learning Reflections through Fink's Taxonomy
Quelle	In: Teaching in Higher Education, 21 (2016) 5, S.557-575 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1160221
Schlagwörter	Service Learning; Reflection; Taxonomy; Experiential Learning; Qualitative Research; Undergraduate Students; Preservice Teachers; Preservice Teacher Education; Practicums; English Teachers; Knowledge Level; Course Content; Epistemology; Data Collection; Data Analysis; Student Educational Objectives; Learning Processes; Caring; Learning Strategies; Independent Study + Suchen Sie Ihr Suchwort? Service-Learning; Taxonomie; Experiental learning; Erfahrungsorientiertes Lernen; Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Wissensbasis; Kursprogramm; Erkenntnistheorie; Data capture; Datensammlung; Auswertung; Learning process; Lernprozess; Care; Pflege; Sorge; Betreuung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbststudium
Abstract	Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates. The authors use Fink's taxonomy of significant learning as a lens through which to examine the learning within and critical natures of students' reflections. Findings from this study suggest that to consider and extend students' academic content knowledge and to move students toward new and critical understandings of their service work, reflections should direct students toward more explicit considerations of academic course content over a period of time. To help students write critical reflections that achieve both academic and personal growth learning goals, the authors recommend explicitly teaching the reflective mode, introducing students to Fink's taxonomy, and instructing students to include course content in their reflections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01