| Título: | Service Learning as an Alternative Practicum Experience in a Pre-Service Education Program |
| Autores: |
Maynes, Nancy; Nipissing University Schulich School of Education Hatt, Blaine E.; Nipissing University Schulich School of Education Wideman, Ron; Nipissing University Schulich School of Education |
| Fecha: | 2013-05-09 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | Abstract This paper presents research on the benefits of service learning for pre-service teachers in the final year of their concurrent education program. The purpose of the research was to determine whether liberatory learning (Chambers, 2009) occurred for those students during a four-week service learning placement in organizations other than schools. Liberatory learning involves transformational shifts in social consciousness and provides service of benefit to both the participant and the host organization. Seventeen pre-service teachers and service learning supervisors completed questionnaires. Results suggest that service learning has the potential to be liberatory for pre-service teachers, but learning may remain tacit rather than explicit unless substantial opportunities for reflection are included in the service learning experience. Debriefing activities following the experience may be a critical contributor to helping participants realize the nature and extent of their learning. Résumé Cet article présente des résultats de recherche portant sur le sujet des avantages de l’apprentissage par le service communautaire pour des enseignants stagiaires dans la dernière année de leur programme d’études simultanées (Concurrent Education Program). Cette recherche visait à déterminer si ces futurs enseignants avaient fait preuve d’apprentissage libératrice («liberatory learning», Chambers, 2009), au cours d’un stage de quatre semaines d’apprentissage par le service, dans un cadre en dehors des écoles. L’apprentissage libératrice comprend des changements transformationnels en conscience sociale, et un mode de service dont profitent également les participants et l’établissement hôte. Dix-sept stagiaires et autant de superviseurs du programme d’apprentissage par le service ont rempli des questionnaires. Leurs réponses donnent à croire que l’apprentissage par le service offer la possibilité d’être libératrice, mais démontrent aussi que l’apprentissage peut rester plutôt implicite, au lieu de s’exprimer explicitement, à moins que l’expérience ne comporte beaucoup d’occasions de réflexion. Les activités de débriefing après le stage représentent sans doute une composante essentielle pour aider les participants à se rendre compte du contenu et de l’ampleur de leur apprentissage. |
| Idioma: | Inglés |
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