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dc.contributor.author | Tice, Kathleen | en_US |
dc.contributor.author | Nelson, Larry | en_US |
dc.date.accessioned | 2015-04-16T19:40:36Z | en_US |
dc.date.available | 2015-04-16T19:40:36Z | en_US |
dc.date.issued | 2015 | en_US |
dc.identifier.citation | Published in the International Journal of Research on Service-Learning in Teacher Education | en_US |
dc.identifier.issn | 2333-8024 | en_US |
dc.identifier.uri | http://hdl.handle.net/10106/24795 | en_US |
dc.description.abstract | This research uses a mixed methods approach in focusing upon the role service-learning can play in enhancing preservice teachers’ sense of efficacy. Results of the quantitative component reveal significant gains in efficacy beliefs of preservice teachers who engaged in a service-learning project during a course in their teacher preparation. At the completion of a service-learning project, preservice teachers shared their perceptions of their participation through written reflections. Qualitative analysis of the preservice teachers’ written reflections and the characteristics of the service-learning experience uncover sources of efficacy, providing guidance for planning service-learning in teacher education. Additionally, findings document the importance of providing preservice teachers learning experiences that are authentic while also providing ample support for success. | en_US |
dc.description.sponsorship | International Center for Service-Learning in Teacher Education | en_US |
dc.description.sponsorship | SIG-Service-Learning & Experiential Education of the American Educational Research Association (AERA) | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Duke University and the SIG-Service-Learning & Experiential Education of the American Educational Research Association (AERA) | en_US |
dc.subject | Service-learning | en_US |
dc.subject | Preservice teachers | en_US |
dc.subject | Self-efficacy | en_US |
dc.subject | Physical education | en_US |
dc.subject | Teacher education | en_US |
dc.title | Towards Understanding When Service-Learning Fosters Efficacy Beliefs of Preservice Teachers | en_US |
dc.type | Article | en_US |
dc.publisher.department | Department of Curriculum and Instruction, The University of Texas at Arlington | en_US |
dc.identifier.externalLink | https://journals.tdl.org/ijrslte/index.php/IJRSLTE/article/view/45 | |
dc.rights.license | Published open access through International Journal of Research on Service-Learning in Teacher Education | |
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