Lecturers' Preparedness for Applying Service-Learning after Intensive Training

Autor/inn/en	Resch, Katharina; Hoyer-Neuhold, Andrea; Schrittesser, Ilse
Titel	Lecturers' Preparedness for Applying Service-Learning after Intensive Training
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 1, S.213-225 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Resch, Katharina) ORCID (Hoyer-Neuhold, Andrea) ORCID (Schrittesser, Ilse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-07-2021-0266
Schlagwörter	Service Learning; Readiness; Faculty Development; College Faculty; Foreign Countries; Teacher Attitudes; Knowledge Level; Didacticism; Curriculum Implementation; Austria; Ireland; Italy; Romania; Portugal; Lithuania + Suchen Sie Ihr Suchwort? Service-Learning; Fakultät; Ausland; Lehrerverhalten; Wissensbasis; Didaktisierung; Österreich; Irland; Italien; Rumänien; Litauen
Abstract	Purpose: This study aims to examine how lecturers in European higher education institutions perceive the service-learning approach as a teaching concept and feel prepared for its implementation after a short-term training. Service-learning connects theory and practice by allowing students to participate in a service that meets community needs, reflect on this experience and gain an enhanced sense of civic engagement. Design/methodology/approach: The evaluation study drew on data from four focus group discussions with n = 21 lecturers from five European countries following a Winter School on service-learning in 2020. The qualitative data were analyzed using reflexive thematic analysis. Findings: The findings indicate four themes of preparedness: (1) overall conceptions of service-learning, (2) continuum of preparedness for service-learning, (3) influential factors for preparedness and (d) transfer to home universities. The participants viewed themselves as multipliers for service-learning in their home universities; however, they were skeptical about being able to fully implement the service-learning approach after only one training and without a community of practice with lecturers with similar experiences in their home universities. Originality/value: This study complements previous studies by adding a cross-national perspective of higher education lecturers. It underlines the importance of continuing training in didactics of university lecturers and a support network for the implementation of complex teaching concepts in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01