Pre-service Teachers’ Perceptions Regarding the Community Service Practices Course

Year 2010, Volume: 2 Issue: 2, 231 - 252, 01.03.2010

Cevat Elma Alper Kesten Kasım Kıroğlu Elif Mercan Uzun Abdullah N. Dicle

Abstract

Background. Universities need to re-define their function in a rapidly changing world. Politicians, educators, students and community at large all claim that the link between university education and the society is somewhat problematic (Çuhadar, 2008; Mpofu, 2007; Sandy and Holland, 2006). This problem can be overcome by a cooperative and coordinated study between universities and society. In order to realize this cooperation, a workshop named "Education Faculties from Educational Sciences Perspectives and Their Community Service Function" was carried out at Ankara University in 2006. In the workshop, community service practices (CSP) as the main function of universities was discussed in detail. On the other hand, Council for Higher Education has scheduled CSP courses to the faculty programs in 2006-2007 academic year. Purpose. The purpose of this study is to describe the perceptions of pre-service teachers about CSP courses and examine student perceptions by gender, department and membership to non-governmental organizations. Method. The study group was 415 juniors taking CSL courses at Ondokuz Mayıs University, Department of Primary School Education in 2008-2009 academic year. Data were collected by using the Scale for Students' Perceptions of CSP, a five point rating scale developed by researchers. The scale was developed through nominal group technique working with 85 undergraduate students and pilot tested with 85 students. Factor analysis with initial list of items produced five factor structure with factor loadings ranging from .54 to .89 (KMO=.69; Balett sphericity = 1738.74; p=.000). Five factors with a total of 28 items explained 63.21% total variance of the scale. Factors were named as student socialization, personal development, perception of the course, perception of institutions, perceptions about the CSP advisor. SPSS 15.0 (Statistical Program for Social Sciences) was used to analyze the data. Descriptive data were tabulated and examined by independent variables using t-test and one-way ANOVA to test the differences in students' perceptions by gender, department and membership to non-governmental organizations. Findings and discussion. Majority of the participants reported that the CSP course positively affected their socialization by improving communication, solidarity, responsibility, sensitivity to problem solving skills. These findings are consistent with previous research results showing that CSP has significant effect on improving students' communicative skills (Cjuezada and Christopherson, 2005; Vogelgesang and Astin, 2000; Eyler and Giles, 1999; Peterson, 1998) and social responsibility, sensitivity to social problems and developing problem solving skills (Antonio, Astin and Cress, 2000; Astin and Sax, 1998; Giles and Eyler, 1994). Also, the results of this study support the findings above. Findings also showed that the students reported positive effects of the CSP on their personal developments, including human relations, contributions to professional life, leadership, self-confidence, gaining different point of views and empathy. Similarly, other studies show that CSP has positive effects on human relations (Driscoll, Holland, Gelmon and Kerrigan, 1996), contributions to professional life (Astin and Sax, 1998), leadership (Quezeda and Christopherson, 2005; Vogelgesang and Astin, 2000) and self-confidence, gaining different point of views, empathy (Eyler and Giles, 1999; Peterson, 1998). Students reported a positive attitude towards the CSP course, while expecting a more active role and involvement in decisions related to design of the CSP activities. Students also reported that time allocated for the CSP should be increased. Reed et. al, (2005) and Venon and Ward (1999) suggest that adequate time should be allocated for CSP activities to realize expected outcomes. Students also reported that CSP activities facilitated a better understanding governmental and non-governmental organization through CSP experiences in these organizations. Students reported a better understanding of organizations and organizational processes as a result of interactions with administrators and people in different organizations. Students perception of CSP's effect on socialization showed a significant difference by gender. Female pre-service teachers' opinions on socialization were more positive than those of male students. It is noted in other studies that girls are more likely to volunteer in some cases such as in-school and out-school solidarity (Acar, Ayata and Varoglu, 1999).Significant differences were also observed in pre-service teachers' perceptions by departments; between the Department of Early Childhood Education and, Department of Primary Education and Department of Science. When findings are evaluated, it is observed that pre-service teachers reported positive perceptions on the course. On the other hand, students reported some problems with their CSP advisors not providing adequate guidance and student involvement in decision making for activities. Data from students also suggest that a better communication and partnership among the stakeholders, including pre-service teachers, instructors/advisors, faculty and organization should be developed.

Keywords

community service practice , community service , pre-service teacher training

Öğretmen Adaylarının Topluma Hizmet Uygulamaları Dersine İlişkin Algıları

Abstract

Bu araştırmanın amacı, 2008–2009 öğretim yılında uygulanmasına başlanan Topluma Hizmet Uygulamaları (THU) dersinin öğretmen adaylarınca nasıl algılandığını belirlemek ve bu algılarının çeşitli değişkenler açısından farklılıklar gösterip göstermediğini ortaya koymaktır. Araştırmanın evreni, 2008-2009 öğretim yılında Ondokuz Mayıs Üniversitesi Eğitim Fakültesi İlköğretim Bölümü 3. sınıfta okuyan ve THU dersini alan 415 öğretmen adayından oluşmaktadır. THU dersini alan öğretmen adaylarının tamamına ulaşılması hedeflendiğinden örneklem seçme yoluna gidilmemiştir. Öğretmen adaylarının derse ilişkin algılarının cinsiyet, sivil toplum kuruluşuna üyelik ve öğrenim gördükleri anabilim dalı değişkenlerine göre farklılaşıp farklılaşmadığı t-testi ve tek boyutlu varyans analizi ile incelenmiştir. Genel olarak araştırma sonuçları değerlendirildiğinde öğretmen adaylarının derse ilişkin algılarının olumlu olduğu belirlenmiştir. Araştırmanın bağımsız değişkenlerine göre yapılan analizde; cinsiyet değişkenine göre sosyalleşme boyutuna ilişkin öğretmen adaylarının algıları arasında anlamlı bir fark bulunmuştur. Ayrıca anabilim dalı değişkeni açısından öğretmen adaylarının kurum boyutu ile ilgili algıları arasında da anlamlı bir fark olduğu belirlenmiştir.

Keywords

topluma hizmet uygulamaları , topluma hizmet , hizmet öncesi öğretmen eğitimi

References

• Acar, F., Ayata, A. G. & Varoğlu, D. (1999). Cinsiyete dayalı ayrımcılık: Türkiye'de eğitim sektörü örneği. Ankara: T.C. Başbakanlık Kadının Statüsü ve Sorunları Genel Müdürlüğü.
• Anderson, J. (1998). Service-learning and teacher education. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education [ED421481].
• Antonio, A. L., Astin, H. S. & Cress, C. H. (2000). Community service in higher education: A look at the nation's faculty. Review of Higher Education, 23(4), 373-397.
• Astin, A. W., & Sax, L. J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251-263.
• Bayram, N. (2004). Sosyal bilimlerde SPSS ile veri analizi. Bursa: Ezgi Kitabevi.
• Butcher, J., Groundwater Smith, S., Howard, P., Labone, E., McFadden, M., McMeniman, M., Malone, K., Martinez, K., & Bailey, M. (2003) Teacher education, community service learning and student efficacy for community engagement. Asia-Pacific Journal of Teacher Education, 31(2), 109-124.
• Canadian Alliance for Community Service Learning. (2009). What is community service-learning? ca/en/welcome_what_is.htm 7/09/2009, tarihinde alındı. from
• http://www.communityservicelearning.
• Çelebi, N. (1990). Kadınlarımızın cinsiyet rolü tutumları. Konya: Sebat Ofset.
• Çuhadar, A. (2009). Topluma hizmet uygulamaları dersi aracılığı ile yurttaş- öğretmen yaratmak. VII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, (2-4 Mayıs 2008). Çanakkale: Çanakkale Onsekiz Mart Üniversitesi.
• Demirbilek, S. (2007). Cinsiyet ayırımcılığının sosyolojik açıdan incelenmesi. Finans Politik & Ekonomik Yorumlar, 44(511), 12-27.
• Dinçer, C. F. (Yay. Haz.) (2006). Eğitim bilimleri bakış açısıyla eğitim fakülteleri ve topluma hizmet işlevi çalıştayı. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
• Driscoll, A., Holland, B., Gelmon, S., & Kerrigan, S. (1996). An assessment model for service-learning: Comprehensive case studies of impact on faculty, students, community, and institutions. Michigan Journal of Community Service Learning, 3, 66-71.
• Duesterberg, L. (1998) Rethinking culture in the pedagogy and practices of pre-service teachers, Teaching and Teacher Education, 14, 497–512.
• Dunkin, M. (1996) The future of teacher education in the USA: The third Holmes Group report, Teaching and Teacher Education, 12, 561–566.
• Enos, S., & Troppe, M. (1996). Curricular models for service learning. Metropolitan Universities Journal 7(1), 71-84.
• Ersöz, A. G. (1999). Cinsiyet rollerine ilişkin beklenti, tutum, davranışlar ve eşler arası sorumluluk paylaşımı: Kamuda çalışan yönetici kadınlar örneği. Ankara: Kültür ve Turizm Bakanlığı Yayınları.
• Eyler, J. S. (2000). What do we most need to know about the impact of service learning on student learning? Michigan Journal of Community Service Learning, Special Issue, 11-17.
• Eyler, J. S., & Giles, D. E. (1999). Where's the learning in service learning? San Francisco: Jossey-Bass.
• Fiske, J. (1992). Postmodernism and television. In J. Curran, M. Gurevitch (Eds.). Mass media and society (pp. 55-67) London: Edward Arnold Press.
• Furco, A. (1996). Service learning: A balanced approach to experiential education. In B. Taylor (Ed.) Expanding Boundaries: Service and Learning. Washington DC: Corporation for National Service.
• Giles, D. E., & Eyler, J. S. (1994). The impact of a college community service laboratory on students' personal, social and cognitive outcomes. Journal of Adolescence, 17, 327-339.
• Harkavy, I., Puckett, J. & Romer, D. (2000). Action research: Bridging service and research. Michigan Journal of Community Service Learning, Special Issue, 113-119.
• Hatcher, J. A., & Erasmus, M. A. (2008). Service-learning in the United States and South Africa: A comparative analysis informed by John Dewey and Julius Nyerere, Michigan Journal of Community Service Learning, 15(1), 49- 61
• Mersin Üniversitesi Eğitim Fakültesi (2009). Eğitim fakültelerinde THU yönergesi. THU Ulusal Çalıştayı, Mersin.
• Moely, B. E., Mercer, S. H., Ilustre, D., Miron, D., and McFarland, M. (2002). Psychometric properties and correlates of the civic attitudes and skills questionnaire (CASQ): A measure of student's attitudes related to service learning. Michigan Journal of Community Service Learning 8(2), 15-26.
• Moore, D. T. (2000). The relationship between experimental learning research and service learning research. Michigan Journal of Community Service Learning, Special Issue, 124-28.
• Mpofu, E. (2007). Service-learning effects on the academic learning of rehabilitation services students. Michigan Journal of Community Service Learning, 14(1), 46-52.
• National Service Learning Clearinghouse. (2009). Learn and serve America’s National Service-Learning. NSLC Clearinghouse. United States of America.
• Peterson, E. A. (1998). What can adults learn from community service? Lessons learned from Americorps. Community Education Journal, 25(1-2), 45-46.
• Quezada, R. L. & Christopherson R. W. (2005). Adventure-based service learning: University students' self-reflection accounts of service with children. Journal of Experiential Education, 28 (1), 1-16
• Reed, V.A., Jernstedt, G. C., Hawley, J. K., Reber, E. S., & DuBois, C. A. (2005). Effects of a small-scale, very short-term service-learning experience on college students. Journal of Adolescence, 28(3), 359-368.
• Sandy, M. & Holland, B. A. (2006). Different worlds and common ground: Community partner perspectives on campus-community partnerships. Michigan Journal of Community Service Learning, Fall, 30-43
• Simons, L., & Cleary, B. (2006). The influence of service learning on students' personal and social development. College Teaching 54 (4), 307-319.
• Titlebaum, P., Williamson, G., Daprano, C., Baer, J., & Brahler, J. (2004). Annotated http://www.servicelearning.org/filemanager /download/142/SL%20Comp%20Timeline%203-15-04_rev.pdf 04/09/2009 tarihinde alındı. of service learning. Available from
• Tonkin, H. (Ed.). (2004). Service-learning across cultures: Promise and achievement. New York: International Partnership for Service-learning and Leadership.
• Vernon, A., & Ward, K. (1999). Campus and community partnerships: Assessing impacts and strengthening connections. Michigan Journal of Community Service Learning, 6, 30-37.
• Vogelgesang, L. J., & Astin, A. W. (2000). Comparing the Effects of Service- Learning and Community Service. Michigan Journal of Community Service Learning, 7, 25-34.
• Warburton J., & Oppenheimer M. (Eds) (2000). Volunteers and volunteering. Sydney: The Federation Press.