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Service-Based Learning Experiences of Pre-Service Turkish Teachers: Language Teaching to Syrian Refugees
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- Author(s): Biçer, Nursat (ORCID
Biçer, Nursat (ORCID 0000-0003-3680-7052 ); Alan, Yakup (ORCIDAlan, Yakup (ORCID 0000-0002-9888-1357 )- Language:
English- Source:
South African Journal of Education. Aug 2022 42(3).- Publication Date:
2022- Document Type:
Journal Articles
Reports - Research
Tests/Questionnaires - Language:
- Additional Information
- Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
- Peer Reviewed: Y
- Source: 11
- Education Level: Higher Education
Postsecondary Education
Secondary Education - Subject Terms:
- Subject Terms:
- ISSN: 0256-0100
2076-3433 - Abstract: With this study we aimed at determining the service-learning experiences of pre-service Turkish language teachers in teaching Turkish to Syrian refugee students. The Community Service Practices course plays an important role in the integration of pre-service teachers in the society. A phenomenological design was used in the study in which we investigated the opinions of pre-service teachers about the service-learning processes. The study was conducted with 23 pre-service Turkish language teachers in Kilis 7 Aralik University. The community service practice was realised in a state school where Syrian secondary school students receive education. Interviews were conducted to collect data from the participants, and the content analysis method was used to analyse the data obtained from the interviews. Themes were formed by classifying and interpreting the data. In the study, the experiences of pre-service teachers with students, the teaching process, teaching environment, students, and service-based learning process were analysed. The results indicate that pre-service teachers developed their awareness, took social responsibility, attained occupational experience, and improved their communication with the refugees during the Community Service Practices course. Considering the results obtained it could be argued that service-learning practices have significant benefits for pre-service teachers and students.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1365998
- Availability:
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