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Service Learning Within a Secondary Math and Science Teacher Education Program: Preservice MAT Teachers' Perspectives

机译：中学数学和自然科学教师教育计划中的服务学习：职前MAT教师的观点

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摘要

Previous literature suggests that service learning may offer new opportunities to support the development of preservice science and math teachers, but few studies examine service learning beyond isolated teaching events. In this qualitative study, we attempt to improve upon this literature by following Master of Arts in Teaching (MAT) students' views of their service learning experiences throughout their MAT program and first two years teaching. Data sources included audiotaped individual interviews, focus group field notes, and surveys with seven preservice teachers over a three-year period. Three major findings emerged from the data analysis. First, participants identified characteristics of service learning teaching events that made them particularly useful, and these included the timing of events, targeted grade level, exposure to high-needs contexts, and opportunities to practice pedagogical skills. Second, participation in the service learning events improved preservice teachers' confidence and comfort teaching in high-needs contexts, but several concerns and deficit perspectives about teaching in high-needs contexts remained. Third, participants indicated specific ways that the service learning teaching events impacted their readiness to teach in high-needs contexts. These findings may inform other science and math teacher educators seeking to embed service learning opportunities into their programs.
机译：先前的文献表明，服务学习可能会提供新的机会来支持职前科学和数学教师的发展，但是很少有研究探讨过孤立的教学事件之外的服务学习。在这项定性研究中，我们尝试通过遵循教学硕士课程（MAT）的学生对他们在整个MAT课程和头两年教学中的服务学习经历的看法来改进这些文献。数据来源包括录音带的个人访谈，焦点小组现场笔记以及在三年期间对七名职前教师进行的调查。数据分析得出了三个主要发现。首先，参与者确定了服务学习教学活动的特征，这些活动使其特别有用，其中包括活动的时间安排，目标年级，对高需求情境的接触以及实践教学技巧的机会。第二，参加服务学习活动提高了高需求背景下的职前教师的信心和舒适度，但是在高需求背景下的教学仍存在一些担忧和不足。第三，参与者指出了服务学习教学活动会影响他们在高需求环境下进行教学的准备程度的具体方式。这些发现可能会为其他希望将服务学习机会纳入其课程的科学和数学教师教育者提供信息。

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