Session Information
99 ERC SES 03 D, Interactive Poster Session
Poster Session
Contribution
Previously, extensive research has delved into service-learning and related methods, offering students the opportunity to not only grasp subject matter but also develop methodological and social skills through real-world interaction (Salam et al., 2019). In this poster presentation, we aim to examine service learning more closely. Specifically, we have crafted a service-learning experience, structured as a one-semester university course, for teacher education students with the objective of bolstering research skills and dispositions.
At the beginning of the course, in-service teachers share real classroom challenges with pre-service students. These challenges may vary from developing more effective and less time-consuming marking procedures (Froehlich et al., 2021) to experimenting with game designs to enhance OneHealth education (Hobusch et al., 2024). Throughout the semester, students work in groups, alongside the teacher, volunteering subject-matter experts, and the course facilitator, to develop research-based solutions to the challenges presented. At the end of the semester, the research projects culminate in the presentation of solutions to in-service teachers, providing them with a valuable service.
A student-centred, active and experimental teaching approach is recognized as effective in the development of research methods (Nind & Katramadou, 2023). And as social interactions are considered crucial to human learning (Eraut, 2007), our aim is to explore the effectiveness of service-learning in developing research skills and dispositions, and to identify the most significant learning interactions for students in this process.
When discussing learning interactions, the focus is on the interactions between students, in-service teachers and experts, including course facilitators. Additionally, content interactions are also considered, as students are exposed to the school challenges presented by the in-service teachers and supported by learning materials at each stage of the research cycle.
To achieve this goal, we have established an international longitudinal mixed-methods study, utilizing students’ reflections and questionnaire responses from various countries.
Method
Data is collected at the beginning, various points during, and at the end of the one-semester period to examine the research question objectively and comprehensively. 1. General Efficacy Measurement: To analyse the effects of learning interactions in more detail, we must first examine whether research skills and dispositions have increased overall. A modified questionnaire based on the Perceived Research Competence (PR-Comp) (Marrs et al., 2022) and the Teacher Educators’ Researcherly Disposition (TERDS) Scale (Tack & Vanderlinde, 2016) will be used as a pre- and post-assessment to determine changes in research skills and dispositions of pre-service teachers. Additionally, a control group comprising students from another university research methods course will also be used to ensure a robust comparison. 2. Initial Learning Interaction: The student research projects begin with an interaction between the students and the presented challenges. A qualitative analysis will be conducted, which involves discussing with the students the possible causes of the challenges and their readiness to tackle them. This is accompanied by a quantitative analysis, where each challenge is evaluated based on different parameters, such as frequency (students’ perception of how often the problem arises in the classroom) or urgency (the requirement for an immediate solution). 3. Ongoing Interactions: It is believed that learners benefit from active engagement fostered by learning interactions with in-service teachers, peers, course facilitators and experts. To analyse this informal learning, we use a modified questionnaire based on the Proactive Social Informal Learning (PSIL) Scale (Crans et al., 2023) at multiple points throughout the semester. This is complemented by qualitative reflection questions. 4. Change of Perspective: Analysing Teachers’ Experiences of Learning Interactions with Students and the Service Received Not only is the perspective of students of interest, but also the experiences and learning outcomes of teachers require analysis. An interview study with teachers is planned to assess and evaluate their skill development as well as whether the project has changed their teaching methods and whether they recognized the value of research-based practices.
Expected Outcomes
As this service-learning experience takes place in an international setting, we will analyse its impact in Austria, Spain, Greece and Germany. This approach will provide a diverse and rich dataset that reflects the different educational environments and practices. Singular data points from other countries, such as Indonesia, will help to make further conclusions about generalizability. The presented findings on our poster will shed light on beneficial learning behaviours, optimal enhancement of research skills and disposition, and cultivating a researcher mindset in students and future educators.
References
Crans, S., Froehlich, D., Segers, M., & Beausaert, S. (2023). Measuring learning from others: The development and validation of the Proactive Social Informal Learning Questionnaire. International Journal of Training and Development, 27(3–4), 461–479. https://doi.org/10.1111/ijtd.12310 Eraut, M. (2007). Learning from Other People in the Workplace. Oxford Review of Education, 33(4), 403–422. Froehlich, D. E., Hobusch, U., & Moeslinger, K. (2021). Research Methods in Teacher Education: Meaningful Engagement Through Service-Learning. Frontiers in Education, 6, 680404. https://doi.org/10.3389/feduc.2021.680404 Hobusch, U., Scheuch, M., Heuckmann, B., Hodžić, A., Hobusch, G. M., Rammel, C., Pfeffer, A., Lengauer, V., & Froehlich, D. E. (2024). One Health Education Nexus: Enhancing Synergy Among Science-, School-, and Teacher Education Beyond Academic Silos. Frontiers in Public Health, 11, 1337748.https://doi.org/10.3389/fpubh.2023.1337748 Marrs, S. A., Quesada-Pallarès, C., Nicolai, K. D., Severson-Irby, E. A., & Martínez-Fernández, J. R. (2022). Measuring Perceived Research Competence of Junior Researchers. Frontiers in Psychology, 13, 834843. https://doi.org/10.3389/fpsyg.2022.834843 Nind, M., & Katramadou, A. (2023). Lessons for teaching social science research methods in higher education: Synthesis of the literature 2014-2020. British Journal of Educational Studies, 71(3), 241–266. https://doi.org/10.1080/00071005.2022.2092066 Salam, M., Awang Iskandar, D. N., Ibrahim, D. H. A., & Farooq, M. S. (2019). Service learning in higher education: A systematic literature review. Asia Pacific Education Review, 20(4), 573–593. https://doi.org/10.1007/s12564-019-09580-6 Tack, H., & Vanderlinde, R. (2016). Measuring Teacher Educators’ Researcherly Disposition: Item Development and Scale Construction. Vocations and Learning, 9(1), 43–62. https://doi.org/10.1007/s12186-016-9148-5
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