Attitute and perceptions about community service learning among students in a teacher training programme

dc.contributor.advisorBender, C.J.G. (Cornelia Johanna Getruida)en
dc.contributor.emailrejordaa@mweb.co.zaen
dc.contributor.postgraduateJordaan, Reneen
dc.date.accessioned2013-09-07T13:47:34Z
dc.date.available2007-10-12en
dc.date.available2013-09-07T13:47:34Z
dc.date.created2007-04-17en
dc.date.issued2007-10-12en
dc.date.submitted2007-10-10en
dc.descriptionDissertation (MEd (Education for Community Building))--University of Pretoria, 2007.en
dc.description.abstractCommunity service learning, when integrated into the modules of academic learning programmes, has the potential to contribute to the value and effectiveness of learning by offering hands-on experience and placing the learners in real-life situations as part of their learning phase. Most of the research done on community service learning has investigated the benefits, outcomes and learning experiences of students engaged in service-learning programmes. As there is little or no research on students' attitudes to and perceptions of service learning before it is integrated into an academic programme, the purpose of this study was to determine teacher training students' attitudes to and perceptions of community service learning before it became integrated into their academic programmes. The research was quantitative in nature and followed a descriptive design, in which a survey employing a questionnaire as instrument was used for measuring the attitudes and perceptions of third-year teacher training students at the Faculty of Education, University of Pretoria. A purposeful or non-probability sampling strategy was used, yielding a sample size of 168 students (n=±168). The results of the study indicate that students with prior knowledge of and/or participation in a community service programme showed greater willingness to enrol for such a programme, especially if it would add value to their career development and bear credits. The conclusion is that teacher training students are career focused and need to know more about community service learning before such courses/modules are integrated into their curriculum, to ensure their positive participation and enhanced learning. Recommendations are made with the intention of providing information to academic staff, to assist them with the successful design and implementation of courses/modules which include community service learning and would be meaningful to the community and of value to the student. The recommendations are also intended to encourage students to participate more willingly in community service learning courses/modules. These recommendations include a discussion on a thorough introduction to the pedagogy before integrating it into their curriculum.en
dc.description.availabilityunrestricteden
dc.description.degreeMEd
dc.description.departmentCurriculum Studiesen
dc.identifier.citationJordaan, R 2007, Attitute and perceptions about community service learning among students in a teacher training programme, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/28595>
dc.identifier.otherPretoriaen
dc.identifier.upetdurlhttp://upetd.up.ac.za/thesis/available/etd-10102007-122841/en
dc.identifier.urihttp://hdl.handle.net/2263/28595
dc.language.isoen
dc.publisherUniversity of Pretoriaen_ZA
dc.rights© University of Pretoren
dc.subjectAttitudesen
dc.subjectTeacher trainingen
dc.subjectCommunity engagementen
dc.subjectCurriculumen
dc.subjectCitizenshipen
dc.subjectAcademic programmeen
dc.subjectQuantitative studyen
dc.subjectPerceptionsen
dc.subjectLearningen
dc.subjectCommunity service learningen
dc.subjectUCTDen_US
dc.titleAttitute and perceptions about community service learning among students in a teacher training programmeen
dc.typeDissertationen

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