Enhancing Community Service Learning via Practical Learning Communities

Autor/inn/en	Ronen, Ilana; Shemer-Elkiyam, Tal
Titel	Enhancing Community Service Learning via Practical Learning Communities
Quelle	In: IAFOR Journal of Education, 3 (2015) 1, S.115-130 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Service Learning; Communities of Practice; Social Problems; Student Teachers; Student Teacher Attitudes; Social Responsibility; Questionnaires; Likert Scales; Reflection; Self Concept; Teaching Skills; Skill Development; Preservice Teacher Education; Ambiguity (Context); Professional Development; Satisfaction; Foreign Countries; Correlation; Measures (Individuals); Intention; Citizen Participation; Israel + Suchen Sie Ihr Suchwort? Service-Learning; Community; Social problem; Soziales Problem; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Soziale Verantwortung; Fragebogen; Likert-Skala; Selbstkonzept; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehramtsstudiengang; Lehrerausbildung; Zufriedenheit; Ausland; Korrelation; Messdaten; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung
Abstract	The advantages of learning communities focused on analyzing social issues and educational repercussions in the field are presented in this study. The research examines the contribution of a learning community to enhancing student teachers' responsibility and their social involvement. The assumption was that participating in learning community would further implement student teachers' community social involvement while enhancing responsibility in their field of action. A questionnaire aimed to present the student teachers' attitudes involving all aspects of studying in the learning community and their social activity in the community was conducted. The findings pinpointed that there were positive contributions of the learning communities from a personal aspect such as developing self-learning, and learning about "me," as well as broaden their teaching skills, through methodology for teacher training, and developing reflective thought. These insights can also be implemented in various educational frameworks and during service learning as part of teacher training. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01