Search results for: Service learning

This study investigates the potential of service-learning to develop a situated, embodied and critically reflective human agency for sustainability. Exploration of intended learning outcomes and project and assessment experiences across three cases reveal the potential of service-learning to develop in pre-service teachers sustainability competencies involving participative action with community partners to achieve agreed-upon outcomes.

The purpose of this study is to examine how different projects influence students’ understanding of service learning. The study revealed that different service learning experiences in three different projects provided preservice teachers with different leaning opportunities and became an important facilitator of their conceptualization of service learning. The projects placed the priority on students’ evaluations of real community needs and social problems. However, project goals have a potential to limit student thinking about community needs and social problems.

This study considered the question of how students of color participating in Social Action Program (SAP) perceived their experiences in the program as compared with their White classmates. This study paid special attention to racial differences in how participants perceived the climate of this program. The findings revealed that the students of color participating in SAP described a weaker sense of community in the SAP classroom than did their White classmates and were often silent during the very discussions in which diverse perspectives would catalyze student learning and growth. In addition, many students of color expressed a reluctance to engage in race discussions with their classmates or to respond to perspectives they perceived as naïve, inaccurate, or offensive.

In this article, the authors examine how teacher training can play an active role in inculcating teachers with sociopolitical awareness and the resultant image of this transformative teacher training. The authors present a conceptual and practical model for training teachers as involved intellectuals in the society and in the community. The model was built in light of educational challenges in the global, technological, and competitive world in general and in Israeli society with its schisms and violence in particular. The article also describes findings from pilot studies which have been done to assess the teacher training program at the Kibbutzim College of Education in Israel.