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

Nur Akcanca , Derya Girgin

https://doi.org/10.15869/itobiad.755333

Cited By: 3

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. 

Keywords

Service-learning, Primary Education, Student Teachers, Community Service Activities, Regression Analysis, Teacher Training

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

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.

Keywords

Hizmete Ederek Öğrenme, Topluma Hizmet Uygulamaları, Regresyon Analizi, Öğretmen Eğitimi, Temel Eğitim, Öğretmen Adayları

References

• Alpar, R. (2011). Spor, Sağlık ve Eğitim Bilimlerinde Uygulamalı İstatistik ve Geçerlik-Güvenirlik. Ankara: Detay Yayıncılık.
• 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.
• Demir, Ö., Kaya, H. İ. & Taşdan, M. (2014). A validation and reliability study of community service activities scale in Turkey: A social evaluation. Educational Research and Reviews, 9(14), 456-465. https://doi.org/10.5897/ERR2014.1817
• Dinçer, Ç., Ergül, A., Şen, M., & Çabuk, B. (2011). Bir topluma hizmet uygulaması örneği: haydi kavram oyuncaklarıyla oynayalım. Kastamonu Eğitim Dergisi, 19(1), 19-38.
• Domangue, C., & Carson, R. L. (2008). Preparing culturally competent teachers: Servicelearning and physical education teacher education. E-Journal of Journal of Teaching in Physical Education, 27, 347-367. https://doi.org/10.1123/apaq.2018-0074
• Donnison, S., & Itter, D. (2010). Community service learning: A first year transition tool for teacher education. Australian Journal of Teacher Education (Online), 35(3), 59.
• Ergül, H. F. & Kurtulmuş, M. (2014). Sosyal sorumluluk anlayışının geliştirilmesinde topluma hizmet uygulamaları dersine ilişkin öğretim elemanlarının görüşleri. Elektronik Sosyal Bilimler Dergisi, 3(49), 221-232.
• Flecky, K. (2011). Foundations of service-learning. In K. Flecky & L. Gitlow (Eds.), Service-Learning in Occupational Therapy Education: Philosophy and Practice (pp. 1-12). Massachusetts: Jones and Bartlett Publishers.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill
• Galvan, C., & Parker, M. (2011). Investigating the reciprocal nature of service-learning in physical education teacher education. Journal of Experiential Education, 34(1), 55-70. https://doi.org/10.1177/105382591103400105
• Galvan, C., Meaney, K., & Gray, V. (2018). Examining the reciprocal nature of service-learning for underserved students and preservice teachers. Journal of Teaching in Physical Education, 37(4), 363-372. https://doi.org/10.1123/jtpe.2018-0051
• Gerdes, K. E. (2011). Empathy, sympathy, and pity: 21st-century definitions and implications for practice and research. Journal of Social Service Research, 37(3), 230-241. https://doi.org/10.1080/01488376.2011.564027
• Gilding, N., & Wallace, M. (2003). Youth Development, service learning and schooling. 12.05.2020 tarihinde www.the source.gov.au/ausyouth. adresinden erişilmiştir.
• Gökçe, N. (2011). Sosyal bilgiler öğretmen adaylarının topluma hizmet uygulamalarına ilişkin değerlendirmeleri. Uluslararası İnsani Bilimler Dergisi, 8(2), 176-194.
• Groves Scott, V. (2006). Incorporating service learning into your special education classroom. Intervention in School and Clinic, 42(1), 25-29. https://doi.org/10.1177/10534512060420010401
• Jacoby, B. (2003). Fundamentals of service-learning partnerships. In B. Jacoby (Ed.), Building partnerships for service-learning (pp. 1-19). San Francisco, CA: JosseyBass.
• Karasar, N. (2013). Bilimsel Araştırma Yöntemleri (25. baskı). Ankara: Nobel Yayıncılık.
• Kaye, C. B. (2004). The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action. Minneapolis: Free Spirit Publishing.
• Kesten, A. (2012). Öğretmen adaylarının ve öğretim elemanlarının bakış açısıyla topluma hizmet uygulamaları dersinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 2125-2148.
• Kesten, A., Köçer, M., & Egüz, Ş. (2014). Topluma hizmet uygulamaları dersinin toplumsal bilinç kazandırmadaki etkisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 27(2), 393-410.
• Köklü, N., Büyüköztürk, Ş. & Çokluk Bökeoğlu, Ö. (2006). Sosyal Bilimler için İstatistik. Ankara: Pegem Yayınları.
• Konukman, F., & Schneider, R. C. (2012). Academic service learning in PETE: Service for the community in the 21st century. Strategies, 25(7), 15-18. https://doi.org/10.1080/08924562.2012.10590977
• Küçükoğlu, A., & Ozan, C. (2015). The short version of service-learning involvement scale: The study of linguistic equivalence, validity and reliability. Journal of Human Sciences, 12(1), 790-810. http://dx.doi.org/10.14687/ijhs.v12i1.2852
• Küçükoğlu, A. & Coşkun, Z. S., (2012). Yeni bir çoklu pedagojik yaklaşım: topluma hizmet uygulamaları. Milli Eğitim, 194, 92-107.
• La Velle, L., & Flores, M. A. (2018). Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation. Journal of Education for Teaching, 44(5), 524-538. https://doi.org/10.1080/02607476.2018.1516345
• Lavery, S. D. (2007). Christian service learning–does it make a difference? Journal of Religious Education, 55(1), 50-53.
• Lawrence, M., & Butler, M. (2010). Becoming Aware of the Challenges of Helping Students Learn: An Examination of the Nature of Learning during a Service-Learning Experience. Teacher Education Quarterly, 37(1), 155-175. 23 Nisan 2020 tarihinde www.jstor.org/stable/23479303 adresinden erişilmiştir.
• Lim, S., & Bloomquist, C. (2015). Distinguishing service learning from other types of experiential learning. Education for Information, 31(4), 195-207. https://doi.org/10.3233/EFI-150952
• Lowat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39, 115–129. https://doi.org/10.1177/1053825916628548
• Marttinen, R., Fredrick III, R. N., & Villanueva, A. J. (2018). REACH for Health: Service-learning through Physical Education. In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 126-142). IGI Global. https://doi.org/10.4018/978-1-5225-4041-0.ch007
• Meidl, T. D., & Sulentic Dowell, M. M. (Eds.). (2018). Handbook of research on service-learning initiatives in teacher education programs. IGI Global.
• National Service-Learning Clearinghouse (2008). Marketing 101: Using Social Media/Web 2.0 to Highlight Your Program. Scotts Valley, CA: Author. 22.05.2020 tarihinde https://www.nylc.org/instant_info/marketing_101/index.php adresinden erişilmiştir.
• National Commission on Service-Learning (2012). Learning in deed:The power of service-learning for American schools. A report from the National Commission on service-learning. 22.05.2020 tarihinde http://www.learningindeed.org/slcommision/report.html adresinden erişilmiştir.
• Olney, C., & Grande, S. (1995). Validation of a scale to measure development of social responsibility. Michigan Journal of Community Service Learning, 2, 43-53.
• Palant, J. (2007). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows (3rd ed.). Berkshire: Open University Press.
• Peralta, L. R., O’Connor, D., Cotton, W. G., & Bennie, A. (2016). Pre-service physical education teachers’ indigenous knowledge, cultural competency and pedagogy: A service learning intervention. Teaching Education, 27(3), 248-266. https://doi.org/10.1080/10476210.2015.1113248
• Permaul, J. S. (2009). Theoretical bases for service-learning: Implications for program design and effectiveness. New Horizons in Education, 57(3), 1-7.
• Pritchard, F. F., & Whitehead G. I. (2004). Serve and learn: Implementing and evaluating service learning. London: Lawrence Erlbaum.
• Pritchard, I. (2002). Community service and service-learning in America. Service-learning: The essence of the pedagogy, 3-21.
• Roehlkepartain, E. C. (2009). Service-learning in community-based organizations: A practical guide to starting and sustaining high-quality programs. Service Learning, General. 140. 5 Nisan 2020 tarihinde https://digitalcommons.unomaha.edu/slceslgen/140 adresinden erişilmiştir.
• Saran, M., Coşkun, G., İnal-Zorel, F. & Aksoy, Z. (2011). Üniversitelerde sosyal sorumluluk bilincinin geliştirilmesi: Ege Üniversitesi topluma hizmet uygulamaları dersi üzerine bir araştırma. Journal of Yasar University, 22(6), 3732-3747.
• Schoenfeld, R. (2006). Service-learning: Bringing together students, parents, and community to create a better world. 22.05.2020 tarihinde http:www.newhorizons.org/strategies/service_learning/schoenfeld.html adresinden erişilmiştir.
• Skinner, R. & Chapman, C. (1999). Service learning and community service in K-12 public schools. National Center for Education Statistics. 195. 25.04.2020 tarihinde http://nces.ed.gov/pubs99/1999043.pdf adresinden erişilmiştir.
• Sliwka, A. (2004). Service learning: Verantwortung lernen in Schule und Gemeinde. Berlin: BLK.
• Speck, B. W., & Hoppe, S. L. (Eds.). (2004). Service-learning: History, theory, and issues. Greenwood Publishing Group.
• Tietjen, L. L. (2016). Service-learning pedagogy in teacher education: an examination of individual and group experiences (Unpublished doctoral dissertation). Kansas State University Department of Curriculum and Instruction College of Education, Kansas.
• Tomkovick, C., Lester, S. W., Flunker, L., & Wells, T. A. (2008). Linking collegiate service‐learning to future volunteerism: Implications for nonprofit organizations. Nonprofit Management and Leadership, 19(1), 3-26. https://doi.org/10.1002/nml.202
• Uğurlu, Z., & Kıral, E. (2012). Öğretmen adaylarının topluma hizmet uygulamaları dersinin işleyiş süreci ve kazanımlarına ilişkin görüşleri. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(2), 59-93.
• Ural-Keleş, P., & Aydın, S. (2011). Fen bilgisi öğretmen adaylarının topluma hizmet uygulamaları dersi hakkındaki görüşlerinin belirlenmesi. Erzincan Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 4(2), 169-184.
• Wade, R. C. (2000). Building bridges: Connecting classroom and community through service learning in social studies. NCSS Bulletin 97.
• Wilczenski, F. L., & Coomey, S. M. (2007). A practical guide to service learning: strategies for positive development in schools. New York: Springer Science and Business Media.
• Wilkinson, S., Harvey, W. J., Bloom, G. A., Joober, R., & Grizenko, N. (2013). Student teacher experiences in a service-learning project for children with attention-deficit hyperactivity disorder. Physical Education and Sport Pedagogy, 18(5), 475-491. https://doi.org/10.1080/17408989.2012.690385
• Williams, K., & Kovacs, C. (2001). Balance and mobility training for older adults: An undergraduate service-learning experience. Journal of Physical Education, Recreation & Dance, 72(3), 54-58. https://doi.org/10.1080/07303084.2001.10605853
• Wright, A., Calabrese, N. & Henry, J. J. (2009). How service and learning came together to promote cura personalis. International Journal of Teaching and Learning in Higher Education, 20(2), 274-283.
• Yılmaz, K. (2011). Eğitim fakültelerinin sosyal sorumluluğu ve topluma hizmet uygulamaları dersi: Nitel bir araştırma. Kuramsal Eğitimbilim Dergisi, 4(2), 86-108.
• Yüksek Öğretim Kurumu (YÖK). (2018). Öğretmen yetiştirme lisans programları. Ankara: Ankara Üniversitesi Basımevi.