通过与关系教学法相关的能力促进服务学习:个人反思

IF 2.5 Q1 Social Sciences
Theresa A. Chika-James
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引用次数: 7

摘要

摘要服务学习被认为是一种具有高度影响力的教学实践,因为它有助于学生发展商业知识、人际技能和公民责任。尽管服务学习有好处,但很少有研究表明教师的关系能力用于促进服务学习。本研究展示了与关系教育学相关的四种关系能力:关怀、人际沟通、专注和信任,如何促进本科生的服务学习。本研究的数据来源于在变革管理服务学习课程中师生互动的个人反思。研究结果表明,尽管与关系教学法相关的关系能力的展示创造了一个有利的学习空间,使学生能够获得实践知识,但并非所有研究中的学生都欢迎这种方法。基于本研究的结果,本文为从事服务学习的高等教育工作者提供了建议和进一步研究的方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection
ABSTRACT Service-learning is identified as a high-impact teaching practice as it aids the development of business knowledge, human skills and civic responsibility amongst students. In spite of the benefits of service-learning, there are few studies that indicate the relational competencies of faculty members used to facilitate service-learning. This study shows how four relational competencies associated with relational pedagogy: care, interpersonal communication, an attentive presence and trust, facilitated service-learning amongst undergraduate students. Data for this study were drawn from personal reflections of teacher-student interactions during a service-learning course in change management. Findings show that although the demonstration of relational competencies associated with relational pedagogy created a conducive learning space that enabled students to gain practical knowledge, not all students in the study welcomed this approach. Based on the findings of this study, this article provides suggestions to educators in higher education engaged in service-learning and directions for further research.
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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