Teacher Education Students' Struggles with Group Work in Service Learning

Autor/inn/en	Petersen, Nadine; Petker, Gadija
Titel	Teacher Education Students' Struggles with Group Work in Service Learning
Quelle	In: South African Journal of Childhood Education, 7 (2017) 1, Artikel 479 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Teacher Education Programs; Service Learning; Cooperative Learning; Communities of Practice; Gender Differences; Cultural Differences; Social Responsibility; Foreign Countries; Learning Activities; Student Attitudes; Educational Experience; Barriers; African Languages; Second Language Learning; Undergraduate Students; South Africa + Suchen Sie Ihr Suchwort? Service-Learning; Kooperatives Lernen; Community; Geschlechterkonflikt; Kultureller Unterschied; Soziale Verantwortung; Ausland; Lernaktivität; Schülerverhalten; Bildungserfahrung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Zweitsprachenerwerb; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on students' experiences of learning to work together in a childhood teacher education programme at a university in South Africa. We were interested in how students from diverse backgrounds, with little shared understanding of a model or framework for collaborative working, would find their footing and learn how to operationalise care, accountability and reflexivity through engaging in group work as part of their service learning activities. A cross section of student data, from first year to third year, was analysed using qualitative methods of data analysis. The main findings were that the incremental integration of service learning, with fixed student groupings over three years, was a catalyst for the gradual formation of professional student learning communities. The student struggles with group relationships helped them address their cultural, linguistic and gendered assumptions about each other. Lastly, we found that relatively fixed nature of the student groupings over a three year period encouraged deep reflection about ideas of care, community and social responsibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01