Exploring Service Learning from the Perspective of Early Childhood Pre-Service Teacher Education

Autor/inn/en	Chen, Chih-Sheng; Gu, Wei
Titel	Exploring Service Learning from the Perspective of Early Childhood Pre-Service Teacher Education
Quelle	In: International Online Journal of Primary Education, 11 (2022) 1, S.20-32 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chen, Chih-Sheng) ORCID (Gu, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Service Learning; Early Childhood Education; Preservice Teacher Education; Preservice Teachers; Student Attitudes; Skill Development; Teacher Competencies; Early Childhood Teachers; Child Care; Volunteers; Program Effectiveness; Emotional Response; Teaching Skills; Teacher Characteristics + Suchen Sie Ihr Suchwort? Service-Learning; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrkunst; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Kinderfürsorge; Kinderbetreuung; Freiwilliger; Emotionales Verhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Service learning has been stressed as an effective pedagogical approach to enhance students' professional skills and citizenship for future development. However, service-learning research concerning early childhood pre-service teacher education has been rarely done. This study explored how undergraduate students in an early childhood pre-service teacher education program experienced in seven different service learning activities and discussed the meanings of their experiences from the perspective of early childhood pre-service teacher education. Participants in the study were 99 undergraduate students of early childcare and education. Their speech reflections, SL (Service learning) reports and verbal presentations during the course and service learning were analyzed qualitatively. The study revealed participants experienced emotion processes. In addition, participants learned professional skills and formed their teacher traits. How to balance the student choice and the goals of the course from SL activity needs to be taken into account. (As Provided).
Anmerkungen	International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01