Prospective Teachers’ Experiences in Community Service Practices Course in Terms of Transformational Learning Theory
Abstract
Community Service Practices (CSP) is a compulsory course in teacher training programs since 2006 in Turkey. The aim of the course is to enable students to transfer the theoretical knowledge to practice, and to gain awareness and integrate with the society and related problems in line with the skills they have acquired during their undergradutate education. There is a need to clarify the structure of the course and the contributions of the relevant stakeholders to the realization of this targeted integration through ampric findings. The aim of this research is to examine the situation of teacher candidates’ experiencing transformational learning and the factors that affect these experiences. In this research, which was patterned according to the survey model, mixed designs were used from the techniques of inter-method diversification. The participants of the study consisted of 185 teacher candidates, six faculty members, seven authorities of the implication institutions. The data were collected via Learning Activities Scale and semi structured interview form at the spring semester of the 2018-2019 academic year. The collected data analyzed using the integrated analysis method. According to the research findings, participants had a high rate of transformational potential while having a low rate of transformational learning experience. Among the elements that facilitate the transformation are the facilitator role of the faculty members, the practical structure of the course and the willingness of the students for the experience of learning by doing. One of the reasons for the limited level of transformation was the limitation of the time allocated to the course. For a sustainable transformational learning experience within the scope of the course, the need to construct the teacher education system in order to gain the skills necessary for holistic transformational learning is among the recommendations of the research.
References
Akcanca, N & Girgin, D. (2020). Öğretmen Adaylarının Topluma Hizmet Uygulamalarına İlişkin Algılarının Hizmet Ederek Öğrenme Düzeylerini Yordama Gücü. [The Predictive Power of Student Teachers’ Perceptions of Community Service Activities in Terms of Predicting Their Service-Learning Levels] İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 9 (3) , 2201-2224. Retrieved from http://www.itobiad.com/tr/pub/issue/56503/755333
Ankara University Faculty of Educational Sciences, (2006), Eğitim Bilimleri Bakış Açısıyla Eğitim Fakülteleri ve Topluma Hizmet İşlevi [Education Faculties and Social Service Function from the Perspective of Educational Sciences], Retrieved June 21, 2019, from http://kitaplar.ankara.edu.tr/dosyalar/pdf/036.pdf
Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the twenties. New York: Oxford University Press.
Arslan, Ş & Çolakoğlu, Ö.M. (2019). Öğretmen Adaylarının Öğretmenlik Mesleği Öz Yeterlik İnancı Kaynaklarının Öz Yeterlik İnançları Ve Tutumlarını Yordama Gücü [The Predictive Power of Pre-service Teachers' Self-Efficacy Beliefs and Attitudes of Teaching Profession Self-Efficacy Beliefs]. Karaelmas Eğitim Bilimleri Dergisi, 7 (1), 74-83.
Bağlı, T. M. (2019, October 10-12). Yükseköğretimde Amorf Bir İnci: Topluma Hizmet Uygulamlaarı Dersi ve Araştırmalarına İlişkin Analiz [An Amorphous Pearl in Higher Education: Analysis of Community Service Practices Course and Research], Paper Presented at the 4. Uluslararası Yükseköğretim Çalışmaları Konferansı, Abstract Book, 178-180.
Berberoğlu, E. (2017). Türkiye'de üniversitelerde verilen topluma hizmet uygulamaları dersi ve sosyal sorumluluk derslerinin işlenişinin gençlerin katılımı yönünden incelenmesi [The analysis of community- services learning and social responsibility courses at universities of Turkey from the perspective of youth participatio]n. Unpublished master’s dissertation, İstanbul Bilgi Üniversitesi, İstanbul, Turkey.
Brookfield, S. (1986). Understanding And Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. McGraw-Hill Education (UK).
Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators and adults. San Francisco: Jossey-Bass.
Cranton, P. & Carusetta, E. (2004). Perspectives on Authenticity inTeaching. Adult Education Quarterly, 55(1), 5-22.
Cranton, P. & Kasl, E. (2012). A Response to Michael Newman’s “CallingTransformative Learning Into Question: Some Mutinous Thoughts. Adult Education Quarterly, 62(4), 393-398.
Creswell, J. (2002). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Saddle River, NJ: Prentice Hall.
Demir, B. (2019). Prospective English Language Teachers’ Opinions About Community Service Practices. Eğitimde Kuram ve Uygulama Journal of Theory and Practice in Education, 15 (Özel Sayı 1), 11-23.
Denzin, N. K. (1978). The Research Act. 2nd Addition. New York: Mc-Graw- Hill.
Dewey, H. (1996). Demokrasi ve Eğitim. (Çev. T. Yılmaz). İzmir: Ege Üniversitesi Basımevi.
Ekşi, Z. (2012). Topluma hizmet uygulamaları dersinin değerlendirilmesi [Evaluation of the community services course]. Unpublished master’s dissertation, Kilis 7 Aralık University, Kilis, Turkey.
Ekinci, B. & Evran, D. (2019). Resim İş Öğretmen Adaylarının Hasta Çocuk Servisinde Çizdikleri Görsellere İlişkin Görüşleri, . Harran Education Journal, 4 (1), 86-111.
Eren, E., & Yurtseven Avcı, Z. (2020) Reflections of University-Institution Cooperation on Personal and Professional Development of Pre-service Teachers: The Sample of Community Service Applications Course.
Esson, J.M., Stevens-Truss, R. & Thomas, A. (2005). Service-Learning in Introductory Chemistry: Supplementing Chemistry Curriculum in Elementary SchoolsJournal of chemical education, ISSN 0021-9584, 82 (8), , 1168-1173.
Freire, P. (2013). Ezilenlerin Pedagojisi (D. Hattatoğlu & E. Özbek, Çev.). İstanbul: Ayrıntı Yayınları.
Gardner, P. (2020). Contemplative Pedagogy: Fostering TransformativeLearning in a Critical Service Learning Course. Journal of Experiential Education. 1–15. doi.org/10.1177/1053825920952086.
Gay, L., Mills, G.E. & Airasian, P. (2012). Educational Research. Saddle River, NJ: Prentice Hall.
Garvett, S. (2004) Action Learning and Transformative Learning in Teaching Development. Educational Action Research, 12, 259–271.
Habermas, J. (1971). Knowledge of human interest. Boston: Beacon. Habermas, J. (1984). The theory of communicative action. Vol. 1: Reason and the rationalization of society (T. McCaarthy, Trans.). Boston: Beacon.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Jarvis, P. (1987). Adult Learner in Social Context. London: Croom Helm.
King, K. P. (1998). A guide to perspective transformation and learning activities: The Learning Activities Survey. Philadelphia, PA: Research for Better Schools.
King, K. P. (2000a). Educational technology that transforms: Educators’ transformational learning experiences in professional development. Paper presented at the 41st annual Adult Education Research Conference. Retrieved May 12, 2018 from http://www. adulterc.org/Proceedings/2000/kingk-final.pdf
King, K. P. (2000b) The Adult ESL Experience: Facilitating Perspective Transformation in the Classroom. Adult Basic Education, 10, 69–89
King, K. P. (2002). Keeping pace with technology: Educational technology that transforms, Vol. 1: The challenge and promise for K-12 educators. Cresskill, NJ: Hampton.
King, K. P. (2004). Both sides now: Examining transformative learning and professional development. Innovative Higher Education, 29(2), 155-174.
King, K. P. (2009). Handbook of the evolving research of transformative learning. Charlotte, NC: Information Age Publishing, Inc.
Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass. Mezirow, J. (1995). Transformative Theory of Adult Learning. In M. Welton (ed.), In Defense of the Lifeworld. Albany: State University of New York Press, 1995. Mezirow, J. (1996). Contemporary Paradigms of Learning. Adult Education Quarterly, 46 (3) 158–172.
Moore, J. (2005). Is Higher Education Ready for Transformative Learning? A Question Explored in the Study of Sustainability. Journal of Transformative Education 3 (1), 76-91.
Saran, M.; Çoşkun, G.; İnal Zorel, F. & Aksoy, Z. (2011). Üniversitelerde Sosyal Sorumluluk Bilincini Geliştirilmesi: Ege Üniversitesi Topluma Hizmet Uygulamaları Üzerine Bir Araştırma [Developing Awareness of Social Responsibility in Universities: A Research on Social Service Practices at Ege University]. Journal of Yasar University. 22(6) 3732-3747.
Sayılan, F. (2001). Yetişkin Eğitimi Bağlamında İşçi Eğitimi: Üç İşçi Sendikasında Etnografik Örnek Olay İncelemesi [Worker Education in the Context of Adult Education: Ethnographic Case Study in Three Trade Unions]. Unpublished doctoral dissertation. Ankara University, Institute of Social Sciences, Turkey.
Sayılan, F. (2013). Jack Mezirow ve Dönüştürücü Öğrenme Kuramı [Jack Mezirow and Transformative Learning Theory]. A. Yıldız & M. Uysal (Eds.), Yetişkin Eğitimi. (pp.161-175). Ankara: Kalkedon Publishing.
Schön, D. (1983). Reflective Practitioner. New York, Basic Books.
Sigmon, R. L. (1990). Service-learning: Three principles. In J.C. Kendall and Associates (Eds.), Combining Service and Learning: A Resource Book for Community and Public Service, Vol, (pp 37-56). Raleigh, North Carolina: National Society for Internships and Experiential Education.
Southern Regional Education Board. (1970). Atlanta Service-Learning Conference Report. Atlanta: Southern Regional Education Board. Retrieved June 1, 2018, from https://files.eric.ed.gov/fulltext/ED072718.pdf.
Şahin-İzmirli, Ö. (2012). Dönüştürücü öğrenme kuramı açısından öğretmen adaylarının bilgi ve iletişim teknolojileri entegrasyonu uygulamaları [
Information and communication technologies integration practices of pre-service teachers in terms of transformative learning theory]. Unpublished doctoral dissertation, Anadolu University, Eskisehir, Turkey.
Taylor, E. W. (1997). Building upon the theoretical debate: A critical review of the empirical studies of Mezirow’s transformative learning theory. Adult Education Quarterly, 48(1), 34-59.
Tennat M, & Pogson, P. (1995). Learning and Change in the Adult Years: A developmental Perspective. San Franscisco: Jossey-Bass.
Tezbaşaran, A. (2009). Eğitim Fakültelerinde topluma hizmet uygulamaları yönergesi (Sürüm 5) [Directive on community service practices in Education Faculties. Volume 5]. Mersin: Mersin Üniversitesi, Eğitim Fakültesi.
Tusting K.& Barton, D. (2011). Öğrenme Kuramları ve Yetişkin Öğrenme Modelleri Üzerine Kısa Bir İnceleme [A Brief Review of Learning Theories and Adult Learning Models] (Trs. A. Yıldız & A. Demirli). Ankara: Dipnot Publishing.
Winn, W. (2002). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning. 1 (1): 1-28.
HEC, (2011). Öğretmen Yetiştirme Türk Mili Komitelerince önerilen 17.02.2001 tarihli YÖK toplantısında uygun görülen ve Tüm Eğitim Fakültelerine Gönderilen THU Yönergesi [The CSP Directive, which was approved by the Turkish National Committees for Teacher Training and was sent to all Education Faculties, which was approved at the HEC meeting dated 17.02.2001]. (22.02.2001*008090)- 1217 sayılı, THU Yönergesi Konulu YÖK, (Official Document by HEC).
Zülfüoğlu, Ö & Soydan, N. Y. (2019). Topluma Hizmet Uygulamaları Dersi’nin Maliye Bölümü Öğrencilerinin Eli Mal ve Hizmetlere Bakış Açısı Üzerindeki Etkisi [The Effect of Community Service Practice Course on The Public Finance Students' Perspective about Merit Goods and Services]. Marmara Üniversitesi İktisadi ve İdari Bilimler Dergisi, 41 (1), 278-296.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 First publishing right of the submissions and after the first publication the copyrights retain to authors.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Creative Commons License Options
- CC BY-NC-ND: This license allows reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator. CC BY-NC-ND includes the following elements: BY – Credit must be given to the creator, NC – Only noncommercial uses of the work are permitted, ND – No derivatives or adaptations of the work are permitted.For the details and historical information check the license at https://creativecommons.org/version4/
