Conference Paper

El aprendizaje-Servicio en la formación de maestros

In proceeding of: V I I CIDUI, Volume: I S BN 9 7 8 - 8 4 - 6 9 5 - 4 0 7 3 - 2

ABSTRACT RESUMEN
En esta comunicación se describe una experiencia de Aprendizaje-Servicio (ApS) integrada en dos materias del currículum de los estudios de Grado en Educación Infantil y Primaria, y realizada por 100 alumnos. Además, se presentan los resultados de un estudio llevado a cabo con el fin de conocer el impacto que ha tenido en los estudiantes el Aprendizaje-Servicio y, en concreto, saber cómo influyó esa experiencia en su visión del aprendizaje y del servicio, y en su compromiso con la diversidad y la justicia social.

ABSTRACT
In this paper we describe an experience of Service-Learning integrated in two subjetcs of the curriculum of the undergraduate studies in Pre-school and Primary Teaching, that was done by 100 students. We also present the results of a study that was conducted with the objective of knowing the impact that Service-learning had in the students and specifically finding out how this experience influenced their visión of learning and service, and their committment with diversity and social justice.

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    ABSTRACT: Much of the i nternational research on Community Se rvice-Learning h as i nves- tigated the bene fits, outcomes, and l earning experiences of students already engaged in s ervice-learning projects and pr ogrammes. As there i s scant re- search on students' attitudes to and perceptions of Service-Learning, before this learning became integrated into an academic programme, our purpose was to determine teacher training students' attitudes to, and perceptions of, Community Service-Learning, before i ntegration of s uch a module i nto t heir academic pro- grammes. A quantitative survey, employing a questionnaire as instrument, was used for measuring the attitudes and perceptions of third-year teacher training students (n = ±168) at a research university in South Africa. The Community Service-Learning Attitudes and Perception Scale (CSLAPS), developed specifi- cally f or this kind of i nvestigation, was used in the analysis of t he data. The findings indicated that students with pr ior knowledge o f a nd/or participation in a community service project showed greater willingness to enrol for a course/ module in Community Service-Learning, especially if it would add value to their career development, bear credits, and enhance their personal and social deve- lopment. The findings provided information that would enable academic staff and institutions to design curricula for academic programmes that take account of these attitudes and perceptions and address them positively to enhance the learning experience.
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    ABSTRACT: Teacher commitment has been identified as one of the most critical factors for the future success of education and schools (Huberman, 1993). Teacher commitment is closely connected to teachers’ work performance and their ability to innovate and to integrate new ideas into their own practice, absenteeism, staff turnover, as well as having an important influence on students’ achievement in, and attitudes toward school (Firestone, 1996; Graham, 1996; Louis, 1998; Nias, 1981; Tsui & Cheng, 1999). The traditional view of teacher commitment considers it to refer to external referents. However, there is a growing body of literature that draws a strong connection between teacher commitment and the very intimate element of passion for the work of teaching (Day, 2004; Elliott & Crosswell, 2001; Fried, 1995). This paper first discusses the traditional view of teacher commitment and then uses the findings from an Australian study to investigate the idea that an individuals’ personal passion for teaching is central to their on-going commitment to, and engagement with the profession. The level of teachers’ commitment is considered to be as a key factor in the success of current educational reform agenda as it heavily influences teachers’ willingness to engage in cooperative, reflective and critical practice. Thus, the findings of this paper are particularly significant for school leaders as they engage teachers in school initiatives and educational reform, and teachers themselves as they struggle to find a balance between the personal and the professional.
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    ABSTRACT: A social-cultural theory of difference informed the development of a university unit on inclusive education with a focus on broadening students' experience and understanding about the backgrounds and values of people in society. One of the aims of the unit was to "develop and work within legal and ethical frameworks that promote diversity, equity and inclusive education". This paper will report on pre-service teacher reflections in Service-learning Program Logs associated with a university unit on inclusive education in Queensland, Australia. Service-learning requires students to become involved in their community in order to utilise knowledge learned at university. The programme involves reciprocal relationships with organisations in which the sevice reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces and strengthens the service. Analysis of data presented in this paper informed the development of set of principles of an inclusive ethical framework. We suggest that these principles could be further developed in teacher education programmes to progress inclusive practices in schools.
    01/2008;

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May 20, 2014