Toward a civically engaged teacher identity: qualitative analysis of a service learning project in educators training
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2022
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Peter Lang Publishing Group
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Fuentes, J. L., Sirera, Á., & Redondo-Corcobado, P. (2022). Toward a Civically Engaged Teacher Identity: Qualitative Analysis of a Service Learning Project in Educators Training. En In Search of Academic Excellence: Social Sciences and Humanities in Focus: Volume 1 (Vol. 1, pp. 83-108). Peter Lang Publishing Group.
Abstract
The aim of this chapter is to analyse the effect of implementing the Service Learning methodology in developing civic skills in university students that are in the process of becoming educators. More specifically, we focus on the following specific aims: 1) Identify the degree of social responsibility developed by the students; 2) analyse the disposition developed towards civic participation; 3) evaluate the bonds established with the education community; 4) discover the sense of belonging generated with regard to the community in which they collaborate, and; 5) understand the influence of these factors on the creation of their teacher identity. A descriptive qualitative methodology based on an ethnographic study was used, and convenience sample was undertaken, which comprises 20 students on the degrees in pre- school education, primary school education, pedagogy and social education at the Faculty of Education, Complutense University of Madrid (Spain).
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