Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned

dc.creator	Carianne Bernadowski
dc.creator	Ronald Perry
dc.creator	Robert Del Greco
dc.date	2013-07-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:23:19Z
dc.date.available	2015-08-12T11:23:19Z
dc.identifier	1694-609X
dc.identifier	https://doaj.org/article/8b03988ec781469fb9f1e6995fe5be21
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29646
dc.description	University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura’s theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected), compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students’ self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students’ self-efficacy improved when service learning was connected or imbedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers’ perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction.
dc.language	English
dc.publisher	International Journal of Instruction
dc.relation	http://www.e-iji.net/dosyalar/iji_2013_2_5.pdf
dc.relation	https://doaj.org/toc/1694-609X
dc.source	International Journal of Instruction, Vol 6, Iss 2, Pp 67-86 (2013)
dc.subject	Self-efficacy
dc.subject	Service Learning
dc.subject	Preservice Teachers
dc.subject	Student Engagement
dc.subject	Lessons Learned
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned
dc.type	article