Abstract
The article substantiates the relevance of service-learning in the study process of pre-service teachers solving problems relevant to the community. The multifaceted benefits of service-learning for both learners and the community have been highlighted. Pre-service teachers treat the service-learning experience as unique, allowing them to get closely acquainted with professional reality, develop collaboration outside the university, understand the importance of change in education in response to the needs of society and the extent of their responsibility for this change.
Highlights
The issue of the education of pre-service teachers under the conditions of rapid societal change is relevant
In the search for an alternative way of educating pre-service teachers that allows learning to be closely linked to a challenging field of future professional activity, service-learning is increasingly being used in some countries (Hildenbrand & Schultz, 2015; Chambers & Lavery, 2012; Mergler, Carrington, Kimber, Megan, Bland, & Boman, 2017; Tice & Nelson, 2019, etc.)
Analysing the challenges pre-service teachers face today, it is observed that a person preparing for this profession must become a mediator of change in society, ready to deal with uncertainty and solving real problems
Summary
The issue of the education of pre-service teachers under the conditions of rapid societal change is relevant. In the search for an alternative way of educating pre-service teachers that allows learning to be closely linked to a challenging field of future professional activity, service-learning is increasingly being used in some countries (Hildenbrand & Schultz, 2015; Chambers & Lavery, 2012; Mergler, Carrington, Kimber, Megan, Bland, & Boman, 2017; Tice & Nelson, 2019, etc.). Service-learning actualizes education as a factor of societal change By learning in this way, pre-service teachers develop didactic skills that are important for their profession, and reflect on their profession as solving the problems that are important to society, especially to the school community. The connection between service-learning and problem-based learning envisages that pre-service teachers are deeply involved in the analysis of problems important to the community, explore the real professional context, take on and overcome the challenges that arise in it. It should be emphasized that problem-based service-learning has great benefits for learners, and for the community with the members of which pre-service teachers collaborate
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