Literaturnachweis - Detailanzeige
| Autor/in | Roe, Lisa |
|---|---|
| Titel | Applying Andragogy to Service-Learning in Graduate Education: An Interpretive Phenomenological Analysis |
| Quelle | In: Journal of Adult and Continuing Education, 29 (2023) 1, S.147-169 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Roe, Lisa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-9714 |
| DOI | 10.1177/14779714221079368 |
| Schlagwörter | Andragogy; Service Learning; Guidelines; Teaching Methods; Graduate Students; Career Development; Correlation; Experiential Learning; Phenomenology; Student Attitudes; Adult Learning; Professional Development; Self Efficacy Andragogics; Andragogik; Service-Learning; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Berufsentwicklung; Korrelation; Experiental learning; Erfahrungsorientiertes Lernen; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Adulte education; Adult training; Erwachsenenbildung; Self-efficacy; Selbstwirksamkeit |
| Abstract | Service-Learning is a form of experiential learning where faculty integrate a service or community engagement component into academic coursework. Supported by a growing body of literature documenting the impact of service-learning on undergraduate students as a high-impact practice in the United States, the scholarship and practice of service-learning frequently neglects graduate students as an important and unique demographic of learners. Graduate students pursue master's degrees to achieve their career goals, but employers claim that students are graduating ill-prepared for the workforce. The disconnect between employers' perspectives and students' educational goals presented an opportunity to explore the relationship between service-learning and career preparation using Knowles' andragogy as a theoretical framework. The purpose of this interpretive phenomenological analysis study was to explore the relationship between service-learning and career preparation from the perspective of graduate students as adult learners. Findings suggest that (1) service-learning is both as a professional experience itself and is an opportunity to further prepare for their future careers and (2) service-learning is a genuine way for students to develop skills and self-efficacy important to their career trajectory. Recommendations are provided for educators who are considering integrating service-learning into their teaching to support the professional goals of graduate students. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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