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Learning and collaboration in pre-service teacher education: Narrative analysis in a service learning experience at Andalusian public schools
Ist Teil von
Teaching and teacher education, 2020-11, Vol.96, p.103187, Article 103187
Ort / Verlag
Elsevier Ltd
Erscheinungsjahr
2020
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
In this article we take up the task of presenting and analyzing a Service Learning experience developed in a class of the major in Primary Education Teaching at the University of Malaga, in Andalusia, Spain. It consists of a narrative analysis of autobiographical texts –final reports and online interviews – produced by pre-service teachers. We aimed to understand how participants learned about the teaching profession throughout their trajectory in the project. The results indicate pre-service teachers (1) learn by feeling, (2) learn by belonging, (3) learn by placing action in a social perspective, and (4) learn by sharing experiences with others.
•The Service Learning project bridges teacher preparation program and schools.•Pre-service teachers learn by participating in a school community and interacting with others.•Theory and practice are not separated, but, rather, in dialogue.•Narratives allows pre-service teachers to reconstruct their learning path.