AI Summary & Key Takeaways
AI InsightThese findings are consistent with previous research results showing that CSP has significant effect on improving students' communicative skills (Cjuezada and Christopherson, 2005; Vogelgesang and Astin, 2000; Eyler and Giles, 1999; Peterson, 1998) and social responsibility, sensitivity to social problems and developing problem solving skills (Antonio, Astin and Cress, 2000; Astin and Sax, 1998; Giles and Eyler, 1994).
📌 3 Key Takeaways
Abstract
Background. Universities need to re-define their function in a rapidly changing world. Politicians, educators, students and community at large all claim that the link between university education and the society is somewhat problematic (Çuhadar, 2008; Mpofu, 2007; Sandy and Holland, 2006). This problem can be overcome by a cooperative and coordinated study between universities and society. In order to realize this cooperation, a workshop named "Education Faculties from Educational Sciences Perspectives and Their Community Service Function" was carried out at Ankara University in 2006. In the workshop, community service practices (CSP) as the main function of universities was discussed in detail. On the other hand, Council for Higher Education has scheduled CSP courses to the faculty programs in 2006-2007 academic year. Purpose. The purpose of this study is to describe the perceptions of pre-service teachers about CSP courses and examine student perceptions by gender, department and membership to non-governmental organizations. Method. The study group was 415 juniors taking CSL courses at Ondokuz Mayıs University, Department of Primary School Education in 2008-2009 academic year. Data were collected by using the Scale for Students' Perceptions of CSP, a five point rating scale developed by researchers. The scale was developed through nominal group technique working with 85 undergraduate students and pilot tested with 85 students. Factor analysis with initial list of items produced five factor structure with factor loadings ranging from .54 to .89 (KMO=.69; Balett sphericity = 1738.74; p=.000). Five factors with a total of 28 items explained 63.21% total variance of the scale. Factors were named as student socialization, personal development, perception of the course, perception of institutions, perceptions about the CSP advisor. SPSS 15.0 (Statistical Program for Social Sciences) was used to analyze the data. Descriptive data were tabulated and examined by independent variables using t-test and one-way ANOVA to test the differences in students' perceptions by gender, department and membership to non-governmental organizations. Findings and discussion. Majority of the participants reported that the CSP course positively affected their socialization by improving communication, solidarity, responsibility, sensitivity to problem solving skills. These findings are consistent with previous research results showing that CSP has significant effect on improving students' communicative skills (Cjuezada and Christopherson, 2005; Vogelgesang and Astin, 2000; Eyler and Giles, 1999; Peterson, 1998) and social responsibility, sensitivity to social problems and developing problem solving skills (Antonio, Astin and Cress, 2000; Astin and Sax, 1998; Giles and Eyler, 1994). Also, the results of this study support the findings above. Findings also showed that the students reported positive effects of the CSP on their personal developments, including human relations, contributions to professional life, leadership, self-confidence, gaining different point of views and empathy. Similarly, other studies show that CSP has positive effects on human relations (Driscoll, Holland, Gelmon and Kerrigan, 1996), contributions to professional life (Astin and Sax, 1998), leadership (Quezeda and Christopherson, 2005; Vogelgesang and Astin, 2000) and self-confidence, gaining different point of views, empathy (Eyler and Giles, 1999; Peterson, 1998). Students reported a positive attitude towards the CSP course, while expecting a more active role and involvement in decisions related to design of the CSP activities. Students also reported that time allocated for the CSP should be increased. Reed et. al, (2005) and Venon and Ward (1999) suggest that adequate time should be allocated for CSP activities to realize expected outcomes. Students also reported that CSP activities facilitated a better understanding governmental and non-governmental organization through CSP experiences in these organizations. Students reported a better understanding of organizations and organizational processes as a result of interactions with administrators and people in different organizations. Students perception of CSP's effect on socialization showed a significant difference by gender. Female pre-service teachers' opinions on socialization were more positive than those of male students. It is noted in other studies that girls are more likely to volunteer in some cases such as in-school and out-school solidarity (Acar, Ayata and Varoglu, 1999).Significant differences were also observed in pre-service teachers' perceptions by departments; between the Department of Early Childhood Education and, Department of Primary Education and Department of Science. When findings are evaluated, it is observed that pre-service teachers reported positive perceptions on the course. On the other hand, students reported some problems with their CSP advisors not providing adequate guidance and student involvement in decision making for activities. Data from students also suggest that a better communication and partnership among the stakeholders, including pre-service teachers, instructors/advisors, faculty and organization should be developed.
Özet
Bu araştırmanın amacı, 2008–2009 öğretim yılında uygulanmasına başlanan Topluma Hizmet Uygulamaları (THU) dersinin öğretmen adaylarınca nasıl algılandığını belirlemek ve bu algılarının çeşitli değişkenler açısından farklılıklar gösterip göstermediğini ortaya koymaktır. Araştırmanın evreni, 2008-2009 öğretim yılında Ondokuz Mayıs Üniversitesi Eğitim Fakültesi İlköğretim Bölümü 3. sınıfta okuyan ve THU dersini alan 415 öğretmen adayından oluşmaktadır. THU dersini alan öğretmen adaylarının tamamına ulaşılması hedeflendiğinden örneklem seçme yoluna gidilmemiştir. Öğretmen adaylarının derse ilişkin algılarının cinsiyet, sivil toplum kuruluşuna üyelik ve öğrenim gördükleri anabilim dalı değişkenlerine göre farklılaşıp farklılaşmadığı t-testi ve tek boyutlu varyans analizi ile incelenmiştir. Genel olarak araştırma sonuçları değerlendirildiğinde öğretmen adaylarının derse ilişkin algılarının olumlu olduğu belirlenmiştir. Araştırmanın bağımsız değişkenlerine göre yapılan analizde; cinsiyet değişkenine göre sosyalleşme boyutuna ilişkin öğretmen adaylarının algıları arasında anlamlı bir fark bulunmuştur. Ayrıca anabilim dalı değişkeni açısından öğretmen adaylarının kurum boyutu ile ilgili algıları arasında da anlamlı bir fark olduğu belirlenmiştir.