The Impact of the Type of Projects on Preservice Teachers' Conceptualization of Service Learning

Autor/in	Seban, Demet
Titel	The Impact of the Type of Projects on Preservice Teachers' Conceptualization of Service Learning
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 32 (2013), S.87-97 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2013.01.009
Schlagwörter	Student Attitudes; Content Analysis; Outcomes of Education; Service Learning; Student Experience; Preservice Teachers; Reflection; Preservice Teacher Education; Teacher Education Curriculum + Suchen Sie Ihr Suchwort? Schülerverhalten; Inhaltsanalyse; Lernleistung; Schulerfolg; Service-Learning; Studienerfahrung; Lehramtsstudiengang; Lehrerausbildung
Abstract	This paper discusses the effects of the type of project undertaken for a community practice course on preservice teachers' conceptualization of service learning. The goal of the projects is to enable participants to engage with service practice in a reflective manner. Through the examination of the reflective logs kept by students using Butin's framework and by comparing the themes that emerged, it was found that differences in the experiences of students, which reflected the project content and the characteristics of the children being served, created different learning outcomes for each group of students. (Contains 4 tables and 4 figures.) (As Provided).
Anmerkungen	Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10