Student Teachers' Reflections of a Community Service Learning Experience

Bibliographic Data

ID15345657
AuthorsÖzge Hacifazlioğlu (Bahcesehir University, Istanbul,Turkey), Özge Hacıfazlıoğlu (0000-0002-5040-229X, Bahçeşehir University, corresponding author), Nesrin Özdemir (Bahcesehir University, Istanbul,Turkey), Hüseyin Uzunboylu (0000-0002-6744-6838, Near East University,Nicosia, Turkish Republic of Northern Cyprus)
Year2010
Volume20
Issue3
Pages453-459
Publication date2010-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Psychology in Africa (JOURNAL)
Journal identifiersISSN: 1433-0237 • E-ISSN: 1815-5626
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14330237.2010.10820398
OpenAlexW1035320574
LanguageEN
References cited15

The study examined student teachers' reflections on being involved in a social responsibility project in a community setting. Participants were 71 beginning students in two sequential cohorts (cohort 1 = 34, cohort 2 = 37). Data on their community learning experience were gathered using focus group discussion and reflection journals. The data were thematically analyzed. The teacher education students engaged in focus group discussions junior students who joined the project in the 2007–2008 academic year (Cohort 1) and 37 junior students who joined the project in the 2008–2009 academic year (Cohort 2). Three themes were listed for students' reflections: entry into the teaching profession, constraints and barriers, and the school principal as a community leader. Results of the study revealed that student teachers had the opportunity to have their first-hand experience in a context that they had never encountered in the same way before

Mathematics education · Medical education · Pedagogy · Service (business · Service-learning · Diverse Educational Innovations Studies · Psychology · Reflective Practices in Education · Service-Learning and Community Engagement

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