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Abstracts
Abstract
One hundred teacher candidates enrolled in a mandatory course on service learning were surveyed pre- and post-course to determine their civic attitudes and willingness to take the service learning course. Quantitative analysis indicated significant growth in civic attitudes in all students, and this growth was not differentially affected by the students’ willingness to take the course. Qualitative data were analyzed to determine the underpinnings for students’ perceptions, and recommendations about the wisdom of making such courses mandatory in teacher preparation programs are provided.
Résumé
Cent futurs enseignants inscrits dans un cours obligatoire portant sur l’apprentissage en milieu communautaire ont été interviewés avant et après leur cours afin de déterminer leurs attitudes civiques et leur volonté de s’inscrire à un stage d’apprentissage par le service communautaire. Les analyses quantitatives indiquent une augmentation significative de la conscience citoyenne chez tous les étudiants. Cette hausse n’était pas explicitement influencée par la volonté de l’étudiant de suivre le cours. Les données qualitatives ont été analysées pour déterminer les fondements des perceptions étudiantes. Finalement, les auteurs ont formulé des recommandations en ce qui a trait à la pertinence de rendre obligatoire de tels cours au sein de la formation initiale des enseignants.
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Appendices
Biographical notes
Laura Sokal is a professor of education at the University of Winnipeg. An award-winning teacher, she conducts research on psycho-social issues in schooling, with a particular interest in the mental health of school-aged and university students.
Vern Barrett recently retired from coordinating the SL course at the University of Winnipeg after a long career as a high school teacher and principal.
Allan Appel is recently retired from the University of Winnipeg, where he taught SL courses after many years of teaching in the public school system.
Anneke Funk recently completed her Kinesiology degree at the University of Winnipeg.
Mykaila Radawetz recently graduated from the University of Winnipeg and is teaching in a school in Manitoba.
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Appendices
Notes biographiques
Laura Sokal est enseignante en éducation à l’Université de Winnipeg. Récipiendaire de plusieurs prix et distinctions, cette enseignante a piloté des recherches portant sur les problématiques psychosociales de la scolarisation et a un intérêt marqué pour la santé mentale des enfants d’âge scolaire et des étudiants universitaires.
Vern Barrett a récemment pris sa retraite, suite à une longue carrière comme enseignant et directeur au secondaire. Il a également été coordonnateur du cours de stages d’apprentissage en milieu communautaire à l’Université du Winnipeg.
Allan Appel a enseigné des cours comprenant des activités d’apprentissage communautaire après avoir oeuvré de nombreuses années au sein du système scolaire public. Il a pris sa retraite de l’Université de Winnipeg depuis peu.
Anneke Funk a complété il y a peu de temps ses études en kinésiologie à l’Université de Winnipeg.
Mykaila Radawetz a récemment gradué de l’Université de Winnipeg et enseigne dans une école manitobaine.