How Active-Learning Strategies Can Improve Efficacy and Critical Thinking Skills in a Service-Learning Course
Keywords:service-learning, teacher efficacy, active-learning, physical education teacher education
AbstractImproving preservice teachersâ€™ ability to recognize work-related problems and apply effective strategies andÂ solutions to fundamental challenges in the field is at the crux of an effective college preparation. AlthoughÂ there is evidence that service-learning experiences within a teacher education course can have powerfulÂ outcomes on student learning, what is being done in the lecture part of a service-learning course to improveÂ the impact of community-based practice largely goes undiscovered. This study investigates whether aÂ contextually developed set of active-learning strategies in the lecture part of a service-learning courseÂ improves preservice teachersâ€™ efficacy. Findings showed significant improvement within personal teachingÂ efficacy constructs as a result of experiencing the active-learning sequence. Academic tracking of studentsÂ showed those pursuing a B.A. degree in teacher education benefitted significantly more from an active learningÂ experience than those pursuing a B.S. degree in health-related sciences. The paper also describesÂ how the active-learning sequence was a preferred method of instruction by instructors and students, as wellÂ as how these strategies were purposeful with problematizing teaching situations and engaging students withÂ course content.
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How to Cite
Nelson, L. P., Crow, M. L., & Tice, K. C. (2019). How Active-Learning Strategies Can Improve Efficacy and Critical Thinking Skills in a Service-Learning Course. International Journal of Research on Service-Learning in Teacher Education, 6, 1-13. Retrieved from https://ijrslte.journal.library.uta.edu/index.php/IJRSLTE/article/view/74
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