Abstract
This study explored the reflections of college students at different stages of their service provided to preschoolers and proposed recommendations on service-learning curricula according to the research findings. Thirty-six college juniors enrolled in an academic service-learning course were asked to complete a service-learning project, to undertake service activities in the form of eight storytelling sessions at preschools. This storytelling plan was 1.5-hour-long each, twice per month, for 16-weeks. Qualitative case study approach was employed in this study. Data consisted of documentation of the participants’ reflections, focus group interviews, and research logs. The thematic analysis was employed to analyze data and data were analyzed using the constant comparative technique. The study revealed that the contents of participants’ reflections took on a qualitative change as their service experience accumulated. Before their service experience, their reflections focused on personal expectations. This shifted professional learning and personal growth during the service experience. After their service experiences, their reflections were extended to include social concern. Also, the participants were inspired to actively acquire professional knowledge from their service experiences. Various reflection activities triggered different levels and functions of reflection by the participants. Writing activities caused the participants to focus on personal reflection, providing the opportunity for them to examine and adjust their ideas; group discussion activities allowed the participants to focus on group dialogue, with which they achieved learning and gained identity. Finally, students experienced emotional highs and lows during their experience of service, describing tension and fear initially, then joy or disquietude subsequently. Recommendations based on the research results were provided to facilitate planning of the service-learning curriculum by college educators.
Publisher
Public Library of Science (PLoS)
Reference68 articles.
1. Implementing Service Learning in Pre-Service Teacher Coursework;SM Hildenbrand;Journal of Experiential Education,2015
2. The Impact of Service-Learning on Early Childhood Preservice Teachers. New Waves Educational Research &;M Lin;Development,2015
3. The Design, Practice, and Reflection of the Camp-style Service-learning -A Case Study of a University of Technology;SC Tseng;Chaoyang Journal of Humanities and Social Sciences,2014
4. Innovative Analysis of Service-Learning Effects in Physical Education: A Mixed-Methods Approach;C Capella-Peris;Journal of Teaching in Physical Education.,2020
5. Study of Teacher Educational Service Learning;CW Chang;Minghsin Journal,2014
Cited by
5 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献