ABSTRACT

Background

Service-learning is an approach in teacher education to expose pre-service teachers (PSTs) to experiences they will encounter when they enter the profession. During these service-learning experiences, PSTs experience issues related to behavior. K-12 students are increasingly diverse, and teachers and schools must adapt to meet their needs.

Purpose

This study examined how PSTs described issues related to behavior management and issues of culture when participating in a service-learning program in a low-income community.

Methods

This study employed a case study approach to investigate PST’s experiences conducting an afterschool program in a diverse low-socioeconomic area. Nine PSTs delivered the REACH program at an elementary school and met twice per week for two hours each day over the academic year. Session activities related to literacy development, fitness, nutrition, and character development. The REACH approach was grounded in Teaching Personal and Social Responsibility (Hellison 2003. “Teaching Personal and Social Responsibility in Physical Education.” In Student Learning in Physical Education: Applying Research to Enhance Instruction, edited by S. J. Silverman, and C. D. Ennis, 241–254. Champaign, IL: Human Kinetics) and Positive Youth Development (Holt et al. 2017. “A Grounded Theory of Positive Youth Development Through Sport Based on Results from a Qualitative Meta-Study.” International Review of Sport and Exercise Psychology 10: 1–49). Data were collected via journals and semi-structured interviews. Open and axial coding techniques were used for data analysis. Social Cognitive Theory (Bandura 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall) was used as a theoretical framework.

Findings

Two main themes emerged; the first relates to how PSTs navigated issues of behavior management. Specifically, the problems that PSTs had navigating off-task behaviors, learning through trial and error, and what students do and say are not always rational to adults. The second main theme describes how PSTs negotiated working at a low-income school. This theme includes insight into PSTs’ personal growth as well as how they navigated issues of cultural competence.

Discussion

PSTs conveyed many issues including gaining and maintaining student attention, participation levels, and dealing with off-task behaviors. Even though the PSTs had learned positive behavior management techniques, they used exercise as punishment because students asked for it. Listening to students helped PSTs in understanding their students’ needs and how they perceive their environment. Additionally, cultural biases, similarities, and differences between PSTs and the students were discussed and how that might have impacted the learning environment. Language, specifically not being able to speak Spanish, was a barrier but did not affect PSTs’ ability to develop relationships with their students.

Conclusions

This study provides a greater understanding of the social dynamic between service providers and recipients during service-learning opportunities. Findings indicate that additional attention needs to be afforded to the development of behavior management skills in PSTs. This includes providing structured hands-on experiences for PSTs to navigate alternate behavior management strategies. Lastly, PSTs should be purposely exposed to teaching children from cultures and experiences different than their own, to help develop culturally responsible teachers.

中文翻译：

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职前教师的服务学习经验：与多元化低收入社区合作时的文化能力和行为管理挑战

摘要

背景

服务学习是教师教育中的一种方法，旨在让职前教师 (PST) 了解他们进入该行业时将遇到的经验。在这些服务学习体验中，PST 会遇到与行为相关的问题。K-12 学生越来越多样化，教师和学校必须适应他们的需求。

目的

本研究探讨了 PST 在参与低收入社区的服务学习计划时如何描述与行为管理和文化问题相关的问题。

方法

本研究采用案例研究方法来调查 PST 在不同的低社会经济地区开展课后项目的经验。九名 PST 在一所小学提供 REACH 计划，并在学年中每周开会两次，每天两小时。与识字发展、健身、营养和性格发展相关的会议活动。REACH 方法以教授个人和社会责任为基础（Hellison 2003。“在体育教育中教授个人和社会责任。”在体育教育中的学生学习：应用研究来加强教学，由 SJ Silverman 和 CD Ennis 编辑，241–254。伊利诺伊州尚佩恩：人类动力学）和积极的青年发展（Holt 等人，2017 年。“基于定性元研究结果的体育积极青年发展的扎根理论。”国际体育与运动心理学评论10：1– 49）。通过期刊和半结构化访谈收集数据。开放和轴向编码技术用于数据分析。社会认知理论（Bandura 1986。思想和行动的社会基础：社会认知理论。Englewood Cliffs，NJ：Prentice-Hall）被用作理论框架。

发现

出现了两个主要主题；第一个与 PST 如何解决行为管理问题有关。具体来说，PST 在处理非任务行为、通过反复试验学习以及学生的言行举止等问题对成年人来说并不总是合理的。第二个主题描述了 PST 如何在低收入学校协商工作。这个主题包括深入了解 PST 的个人成长以及他们如何解决文化能力问题。

讨论

PST 传达了许多问题，包括获得和保持学生的注意力、参与水平以及处理非任务行为。尽管 PST 已经学会了积极的行为管理技巧，但他们还是将锻炼作为惩罚，因为学生们要求锻炼。倾听学生的意见有助于 PST 了解学生的需求以及他们对环境的看法。此外，还讨论了 PST 与学生之间的文化偏见、相似之处和差异，以及这可能如何影响学习环境。语言，特别是不能说西班牙语，是一个障碍，但并不影响 PST 与学生发展关系的能力。

结论

这项研究提供了对服务学习机会期间服务提供者和接受者之间的社会动态的更好理解。研究结果表明，需要额外关注 PST 中行为管理技能的发展。这包括为 PST 提供结构化的动手体验，以导航替代行为管理策略。最后，PST 应该有意识地教授来自不同于他们自己的文化和经历的孩子，以帮助培养具有文化责任感的教师。