Abstract
Accepted: 05.06.2014 Many authors agree that community service learning should be integrated into pre-service teacher education in order to achieve the maximum positive impact on the next generation of teachers. This study aims at inquiring the experiences of pre-service English teachers gained through community service learning. The study is based on qualitative case study design. Qualitative data were collected using participant portfolios from 40 pre-service English teachers in ELT Department who kept portfolios throughout their observations of eleven weeks. The data were analyzed using qualitative content analysis method by coding and creating categories/themes. Results showed that pre-service teachers faced some problems during the process of community service. However, their practices through community service learning in kindergartens helped them gain various experiences which will contribute a lot to their future teaching careers. The evaluative feedback stressed marked improvement in the quality of the student learning and engagement experiences. It is hoped that the experiences of preservice English teachers engaged in the portfolio development process will help other educators who are implementing portfolios within teacher education programs. The results of this study also provide important information for both policy-makers interested in the reform of pre-service teacher education and practicing teacher educators focused on achieving the goals of pre-service teacher education through the use of community service learning.
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