Focusing on Faculty Reflection: How University Students Are Positioned in Service-Learning Courses

Autor/inn/en	Barnes, Meghan E.; Steele, Lucy; Coffey, Heather
Titel	Focusing on Faculty Reflection: How University Students Are Positioned in Service-Learning Courses
Quelle	In: Journal of Community Engagement and Higher Education, 14 (2022) 1, S.24-40 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5283
Schlagwörter	College Faculty; Reflection; Teacher Attitudes; Service Learning; Undergraduate Study; Content Analysis; Social Justice; Instructional Effectiveness; Consciousness Raising; Preservice Teacher Education; Community Involvement + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Service-Learning; Grundstudium; Inhaltsanalyse; Soziale Gerechtigkeit; Unterrichtserfolg; Bewusstseinsbildung; Lehramtsstudiengang; Lehrerausbildung
Abstract	Service-learning is often identified as a pedagogy to prepare undergraduates for life beyond college. However, research suggests service-learning courses rarely challenge learners to explore structural causes of inequity or engage in transformative action. This study explores how one college professor positioned students as they engaged in service-learning. Through document analysis of nine semesters of one course, researchers sought to understand how positioning of university students shapes the effectiveness of service-learning coursework with a justice orientation. (As Provided).
Anmerkungen	Journal of Community Engagement and Higher Education. Tirey Hall Room 132 A, Indiana State University, Terre Haute, IN 47809. Web site: https://discovery.indstate.edu/jcehe/index.php/joce/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01