Transformation of, in, and by Learning in a Service-Learning Faculty Fellows Program
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Date
2014Author
Cazzell, Mary
Theriot, Shirley
Blakey, Joan M.
Sattler, Melanie L.
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Show full item recordAbstract
Transformative learning is the
most desired core outcome in adult
education. The qualitative study
examined critical reflections for
professional transformation related to
development and implementation of
service-learning courses or projects from
four university faculty members during
enrollment in a Service-Learning Faculty
Fellows program and post-servicelearning implementation. Reflective
questions related to faculty perceptions
of student learning, service-learning as
pedagogy, and their own learning—
transformation of, in, and by learning,
respectively. Content analyses of faculty
reflections resulted in three categories of
transformation based on three preservice-learning and three post-servicelearning descriptive themes: (1)
transformation of student learning from
anticipatory integration to conflicts
between expectation and reality; (2)
transformation in learning about servicelearning transitioned from constant
search for clarification to searching for
relevance in service-learning; and (3)
transformation by learning about
themselves as educators was described
initially as a move from “me” to “we” and
afterward to a deconstruction of their
professional selves. Critical selfreflection and mentoring throughout the
Faculty Fellows program and after at
least one service-learning course or
project are important elements toward
the success of faculty who choose to
engage in service-learning.
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