"My Assets + Their Needs = My Learning + Their Learning": Incorporating Service Learning into Early Childhood Teacher Education in South Korea

Autor/inn/en	Lee, Seung Yeon; Park, Hye Jun; Chun, Eul Jung
Titel	"My Assets + Their Needs = My Learning + Their Learning": Incorporating Service Learning into Early Childhood Teacher Education in South Korea
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 5, S.441-460 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2018.1452190
Schlagwörter	Preschool Teachers; Service Learning; Active Learning; Critical Thinking; Foreign Countries; Teacher Education Programs; Student Attitudes; Social Problems; Child Welfare; Required Courses; Graduate Students; Undergraduate Students; Preservice Teacher Education; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Service-Learning; Aktives Lernen; Kritisches Denken; Ausland; Schülerverhalten; Social problem; Soziales Problem; Kindeswohl; Pflichtkurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudiengang; Lehrerausbildung
Abstract	This study aims to expand dialogues on service learning and its applicability in early childhood (EC) teacher education programs. It consists of two parts: 1) self-studies of two courses and 2) students' learning and difficulties from the courses. Each course was situated in different contexts and levels of EC teacher education programs in Seoul, South Korea, and the courses incorporated key elements of service learning into programs with different foci and strengths. Students in both courses reported that various course activities helped them discover a close link between their service and learning. Moreover, they shared three meaningful learning components: they could 1) encounter unfamiliar social issues and practice critical thinking, 2) acquire an in-depth understanding of young children and education, and 3) shift from passive to active learning. Yet, they also expressed a few specific difficulties and challenges. This study draws insights and lessons about the possibilities of incorporating service learning into EC teacher education programs; it also shows that key elements of service learning (authentic context, link to curriculum, reflection, and learning by doing) can be naturally integrated into courses within EC teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01