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The Predictive Power of Student Teachers’ Perceptions of Community Service Activities in Terms of Predicting Their Service-Learning Levels

Year 2020, Volume 9, Issue 3, 2201 - 2224, 30.09.2020
https://doi.org/10.15869/itobiad.755333

Abstract

Today's service-learning movement is expanding to include community-based participation, differentiating from traditional service interpretations. Service-learning in teacher education increases student teachers’ articulation of being teachers. In this context, the predictive role of the student teacher’s perceptions of community service activities in terms of predicting their service-learning levels was examined. The relational survey model, one of the quantitative research methods, was used in the research. The sample group determined through the purposeful sampling method consists of 170 student teachers studying in the Department of Primary Education. The “Service-Learning Involvement Scale”, which was originally developed by Olney and Grande (1995) and adapted to Turkish by Küçükoğlu and Ozan (2015), was used to determine the service-learning levels of the student teachers. The “Community Service Activities Scale” developed by Demir, Kaya and Taşdan (2014) was used to determine the student teachers’ perceptions about community service activities. In the analysis of the data obtained from the research, descriptive statistical analysis (arithmetic mean, standard deviation, minimum, maximum values) as well as simple linear regression analysis and multiple linear regression analysis were used. When the results of the research are examined, it was determined that the student teachers' perceptions about community service activities were a variable that predicted their service-learning levels. In addition, it was seen that the sub-dimensions of the student teachers’ perceptions about community service activities were a significant predictor of the levels of realization, which is the sub-dimension of the service-learning process. Since the evaluation of the community service activities course through grading causes it to move away from the service-learning approach, the evaluation of the activities and projects conducted by student teachers with a service focus can be provided in higher education. In addition to this, the predictive power of the high level thinking skills, such as problem solving and reflective and empathic thinking, and social skills, such as taking responsibility and communication, of student teachers, who take the community service activities course, in terms of predicting their service-learning skills should be taken into account for future studies. 

References

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Öğretmen Adaylarının Topluma Hizmet Uygulamalarına İlişkin Algılarının Hizmet Ederek Öğrenme Düzeylerini Yordama Gücü

Year 2020, Volume 9, Issue 3, 2201 - 2224, 30.09.2020
https://doi.org/10.15869/itobiad.755333

Abstract

Günümüzün hizmet-öğrenme hareketi, geleneksel hizmet yorumlarından farklılaşarak toplum temelli bir katılımı içerecek şekilde genişlemektedir. Öğretmen eğitiminde hizmet ederek öğrenme, öğretmen adaylarının öğretmen olma anlayışlarını arttırmaktadır. Bu kapsamda araştırmada, öğretmen adaylarının topluma hizmet uygulamalarına ilişkin algılarının hizmet ederek öğrenme düzeyleri üzerindeki yordayıcı rolü incelenmiştir. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Amaçlı örneklem yöntemi ile belirlenen örneklem grubunu, temel eğitim bölümünde öğrenim gören toplam 170 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının hizmet ederek öğrenme düzeylerini belirlemek için orjinali Olney ve Grande (1995) tarafından geliştirilen, Türkçe’ye uyarlaması ise Küçükoğlu ve Ozan (2015) tarafından gerçekleştirilen “Hizmet Ederek Öğrenme” ölçeği kullanılmıştır. Öğretmen adaylarının topluma hizmet uygulamalarına ilişkin algılarının belirlenmesinde ise Demir, Kaya ve Taşdan (2014) tarafından geliştirilen “Topluma Hizmet Uygulamaları Ölçeği” kullanılmıştır. Araştırmadan elde edilen verilerin analizinde betimsel istatiksel analizlerin (aritmetik ortalama, standart sapma, minimum, maksimum değerleri) yanı sıra, basit doğrusal regresyon analizi ile çoklu doğrusal regresyon analizi kullanılmıştır. Araştırma sonuçlarına bakıldığında öğretmen adaylarının topluma hizmet uygulamalarına yönelik algılarının, hizmet ederek öğrenme düzeylerini yordayan bir değişken olduğu belirlenmiştir. Ayrıca öğretmen adaylarının topluma hizmet uygulamalarına ilişkin algılarının alt boyutlarının, hizmet ederek öğrenmenin alt boyutu olan gerçekleştirme düzeylerinin anlamlı bir yordayıcısı olduğu görülmektedir. Topluma hizmet uygulamaları dersinin değerlendirilmesinin not ile yapılması, hizmet ederek öğrenme yaklaşımından uzaklaşılmasına neden olduğu için yükseköğretimde değerlendirmelerin adayların hizmet odaklı olarak gerçekleşen etkinliklerin ve projelerin değerlendirilmesi sağlanabilir. Bununla birlikte ileride yapılacak araştırmalar için topluma hizmet uygulamaları dersini alan öğretmen adaylarının problem çözme, yansıtıcı ve empatik düşünme gibi üst düzey düşünme becerilerinin yanı sıra liderlik, sorumluluk alma, iletişim gibi sosyal becerileri gibi farklı değişkenlerin de hizmet ederek öğrenmelerini yordama gücüne bakılabilir.

References

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  • Ammon, M. S., Fureo, A., Chi, B., & Middaugh, E. (2002). Service-learning in California: A profile of the Calserve service-learning partnerships (1997-2000): Executive summary.
  • Anderson, J. B. (2000). Learning in deed: Service-learning and preservice teacher education. Service Learning, General. 16. 15 Mayıs 2020 tarihinde https://digitalcommons.unomaha.edu/slceslgen/16 adresinden erişilmiştir.
  • Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518–529.
  • Barbee, P. W., Scherer, D., & Combs, D. C. (2003). Prepracticum service‐learning: Examining the relationship with counselor self‐efficacy and anxiety. Counselor Education and Supervision, 43(2), 108-119. https://doi.org/10.1002/j.1556-6978.2003.tb01835.x
  • Barnes, M. E., & Caprino, K. (2016). Analyzing service-learning reflections through Fink's taxonomy. Teaching in Higher Education, 21(5), 557-575. https://doi.org/10.1080/13562517.2016.1160221
  • Billig, S. H. (2000). Research on K-12 school-based service-learning: The evidence builds. School K-12. Paper 3 (pp. 658-664). 21 Nisan 2020 tarihinde https://digitalcommons.unomaha.edu/slcek12/3/ adresinden erişilmiştir.
  • Billig, S. H., Jesse, D., Brodersen, M., & Grimley, M. (2008). Promoting secondary students’ character development in schools through service-learning. In M. A. Bowdon, S. H. Billig & B. A. Holland (Eds.), Scholarship for Sustaining Service Learning and Civic Engagement (pp. 57-83). North Carolina: Information Age Publishing.
  • Butcher, J., Howard, P., McMeniman, M., & Thom, G. (2005). Engaging community-Service or learning? Canberra: Department of Education, Science and Training. Centre for Service and Leadership. (n.d.). What is service learning? 10 Nisan 2020 tarihinde http://csl.gmv/servicelearning.html adresinden erişilmiştir.
  • Büyüköztürk, Ş. (2008). Sosyal Bilimlerde Veri Analizi Ders Kitabı (9. baskı). Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel Araştırma Yöntemleri (22. baskı). Ankara: Pegem Akademi.
  • Cartwright, A. (2010). Science service learning. Journal of Chemical Education, 87(10), 1009-1010. https://doi.org/10.1021/ed100708d
  • Castellan, C. M. (2011). Service-learning in teacher education: Does the model matter? The International Journal of Research on Service-Learning in Teacher Education (IJRSLTE),1, 1-19.
  • Cervantes, C. M., & Meaney, K. S. (2013). Examining service-learning literature in physical education teacher education: Recommendations for practice and research. Quest, 65(3), 332-353. https://doi.org/10.1080/00336297.2013.773533
  • Chambers, D. J., & Lavery, S. (2012). Service-learning: A valuable component of pre-service teacher education. Australian Journal of Teacher Education, 37(4), 128-137. https://doi.org /10.14221/ajte.2012v37n4.2
  • Chiva Bartoll, O., Capella Peris, C., & Pallares Piquer, M. (2018). Action-research on a service-learning program in teaching physical education. Rıe-Revısta De Investıgacıon Educatıva, 36(1), 277-293. https://doi.org/10.6018/rie.36.1.270581
  • Chong, C. S. (2014). Service-Learning Research: Definitional Challenges and Complexities. Asia-Pacific Journal of Cooperative Education, 15(4), 347-358.
  • Colby, S., Bercaw, L., Clark, A. M., & Galiardi, S. (2009). From community service to service-learning leadership: a program perspective. New Horizons in Education, 57(3), 20-31.
  • Deans, T. (1999). Service-Learning in Two Keys: Paulo Freire's Critical Pedagogy in Relation to John Dewey's Pragmatism. Michigan Journal of community service learning, 6, 15-29. 12.06.2020 tarihinde http://hdl.handle.net/2027/spo.3239521.0006.102 adresinden erişilmiştir.
  • Deeley, S. (2014). Critical perspectives on service-learning in higher education. Springer.
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Details

Primary Language Turkish
Subjects Education and Educational Research
Journal Section Articles
Authors

Nur AKCANCA
ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
0000-0003-4074-0639
Türkiye


Derya GİRGİN (Primary Author)
ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
0000-0002-6114-7925
Türkiye

Publication Date September 30, 2020
Application Date June 19, 2020
Acceptance Date August 5, 2020
Published in Issue Year 2020, Volume 9, Issue 3

Cite

APA Akcanca, N. & Girgin, D. (2020). Öğretmen Adaylarının Topluma Hizmet Uygulamalarına İlişkin Algılarının Hizmet Ederek Öğrenme Düzeylerini Yordama Gücü . İnsan ve Toplum Bilimleri Araştırmaları Dergisi , 9 (3) , 2201-2224 . DOI: 10.15869/itobiad.755333

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Turkey Journal of Theological Studies is under the İtobiad.