Suchergebnisse

The current university system needs a pedagogical revitalization to develop professional competences and prepare effective professionals while developing civic and democratic values. Service-learning (SL) is an innovative educative methodology that connects theoretical foundations and practice. Particularly, it is defined as a pedagogical proposal that combines learning and community service, based in the implementation of skills related to curriculum contents carried out in real contexts. As a pedagogical methodology, its main objective is to improve students' academic learning and critical capacity while offering a social benefit. The analysis of SL literature shows how its evolution is unquestionable in different fields and that it is a recurring topic in recent years. The present research suggests, from a theoretical approach, that SL is an appropriate methodology to develop programs focused on physical education and sport. It shows different possibilities to structure SL programs, potential groups receiving university SL programs related to Physical Education and Sport Sciences and possible effects on university students performing SL.

Service-Learning (SL) is an experience that allows students to (a) participate in activities co-designed in partnership by universities and local organizations and (b) reflect on the service activity in such a way as to gain an enhanced sense of responsibility. These experiences represent significant ways to meet and experience real-world contexts for students. The COVID-19 pandemic required Higher Education Institutions to rethink and shift in-presence courses to online platforms. This transition included SL courses as well. This study aimed to explore the responsibility and democratic dimensions elicited by an extreme online Service-Learning (XE-SL) experience and the perceptions of engaging in exclusive online service activities with local communities during the COVID-19 Italian national quarantine. A qualitative driven mixed-method longitudinal approach was chosen to triangulate qualitative (reflexive journal) and quantitative (pre-post questionnaire) data from 20 university students. The findings shed a positive light on the capability of XE-SL to promote a sense of responsibility, civic engagement, and the acquirement of democratic and transferrable competencies, such as perspective-taking, adaptability, cultural background respect, global mindedness, teamwork, leadership, communication, creativity, and organizational competencies. Reflection, connection, and being agents of change for the community were perceived as the major assets of the XE-SL experience, while adapting face-to-face SL experiences to exclusively online activities evoked ambivalent feelings in students. The study suggests a rethinking of the design XE-SL and other forms of eSL with the inclusion of more structured interactive activities within community contexts to favor students' sense of connection to the community organizations or NGOs.

Recent years have seen increasing interest in ensuring that students at all levels in the educational system may acquire broader interpersonal and civic competencies beyond the technical and/or discipline-specific knowledge that has traditionally been valued. This article discusses the emergence of secondary level as an appropriate space for such "citizenship" or "civic" education. Hence, the possibility of developing the intellectual and social competencies associated with citizenship or civic-mindedness at that level is explored. This issue is first addressed in general terms; then we present an experiential pedagogy known as Service-Learning (SL), which has been growing in popularity as an effective approach for achieving the learning outcomes (e.g. knowledge, skills, attitudes) that enable participation in a democratic society. Later, two programs based on this methodology which are applicable to this level of education are presented. After analysis and evaluation of these programs, we appraised the suitability of Service-Learning for the development of civic competencies in secondary education students, the citizens and professionals of the XXI century.

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of community-based service-learning as a social space in which participants learn to recognize and mediate worldviews. The data come primarily from field observations and pre-service teachers' journaled reflections. We illustrate our findings through a series of narratives that serve as a frame for locating cultural recognition and learning.

'Critical Service Learning Toolkit' offers instructional strategies for school social workers and other school practitioners to: facilitate youths' examination of issues concerning social justice, power, and privilege; provide guidance in taking positive action; and evaluate the youth outcomes and the process of these activities.

Since 2005, the University of Connecticut Master of Public Health Program has administered its required service-learning practicum through coordinated activities of second-year students assigned to examine a pressing public health issue in Connecticut. The initiative underscores our program's commitment to preparing students for careers as leaders in applied practice and our emphasis on collaboration. Our thematic approach links content across the core curriculum, provides a venue where students demonstrate mastery of academic principles, and affirms values of public responsibility and common purpose. Projects have focused on public health concerns associated with childhood obesity, health literacy, and living with disabilities. Working together and with community-based preceptors, students estimate service needs, assess available program/service capacity, and recommend policy options. Results are compiled within a written report that accompanies a state legislative hearing. This article presents the rationale and organization of our service-learning practicum, and describes how the experience affects the education and personal growth of students and contributes positively to the community at large.