ABSTRACT

Service-Learning stands out as a teaching approach that connects theory and practice by giving students the opportunity both to participate in a service that meets community needs and to reflect on the experience in class in order to gain a deeper understanding of the course content and an enhanced sense of civic engagement. The advantages of Service-Learning for inclusive education have recently been underpinned by studies, in which pre-service teachers are exposed to diverse population groups in schools or communities. Our study explores how Service-Learning is applied in teacher education in Austria. It is based on a series of semi-structured interviews with 13 teacher educators who apply this form of teaching in cooperative projects with schools. Our findings suggest that teacher educators distinguish between five orientations in Service-Learning (connecting theory and practice, engagement, community needs, job-related skills, learning outside the classroom), take on distinct expert and support roles, and see multiple benefits in Service-Learning. Our study underlines the importance of Service-Learning for inclusive education and the value of preparing pre-service teachers for dealing with diverse groups of pupils by allowing them to experience the real-world problems that confront schools.

摘要

服务学习是一种将理论与实践联系起来的教学方法，它让学生有机会参与满足社区需求的服务，并反思课堂经验，以便更深入地了解课程内容和知识。公民参与意识增强。最近的研究证实了服务学习对于全纳教育的优势，在这些研究中，职前教师接触学校或社区的不同人群。我们的研究探讨了服务学习如何应用于奥地利的教师教育。它基于对 13 名教师教育工作者的一系列半结构化访谈，他们在与学校的合作项目中应用了这种教学形式。我们的研究结果表明，教师教育工作者区分服务学习的五个方向（理论与实践相结合、参与、社区需求、工作相关技能、课堂外学习），承担不同的专家和支持角色，并看到服务的多重好处-学习。我们的研究强调了服务学习对全纳教育的重要性，以及让职前教师体验学校面临的现实问题，为处理不同学生群体做好准备的价值。