Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned
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Tarih
2013
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info:eu-repo/semantics/openAccess
Özet
University students have been barraged with service learning opportunities both
as course required and as volunteer opportunities in recent years. Currently, many
universities now require students to participate in engaged learning as a graduation
requirement. Situated in Bandura’s theory of self-efficacy, this study examines the
effects service learning has on students teaching self-efficacy when required to
participate in an activity (course connected), compared to when they chose to
volunteer in service learning projects. As instructors of preservice teachers it is
our commitment to prepare these students to their maximum potential. Identifying
best practices for teacher preparation is an overarching goal of this study. A
pre/post survey examined students’ self-perceptions for each service opportunity
in regards to their perceived teaching self-efficacy. Results indicate that students’
self-efficacy improved when service learning was connected or imbedded in the
context of learning and connected to a specific course. These findings indicate
course connected service learning has a greater impact on preservice teachers’
perceptions of their ability to be effective future classroom teachers. Therefore
course connected service learning can be viewed as a best practice in preservice
teaching instruction.
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International Journal of Instruction
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Künye
Bernadowski, C. , Perry, R. & Greco, R. D. (2012). Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned . International Journal of Instruction , 6 (2) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5137/70001
