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ERIC Number: EJ1399525
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-8259
EISSN: EISSN-2169-009X
Available Date: N/A
The Impact of Experiential Learning on Professional Identity: Comparing Community Service-Learning to Traditional Practica Pedagogy
Gallop, Cynthia J.; Guthrie, Brian; Asante, Nana
Journal of Experiential Education, v46 n4 p474-490 2023
Community service-learning (CSL) has been referred to as a "pedagogy for citizenship," as it enhances ethical behavior and social responsibility among student participants. It represents a pedagogical and philosophical approach that promotes experiential learning by incorporating intentional course-based lessons with service in the community. Despite the numerous studies outlining the benefits of CSL initiatives, there is a dearth of research on how CSL courses can impact students already in the "helping professions." More specifically, there is very little research on the benefits of CSL in social work field education courses. For this study, the researchers found that developing a CSL practicum led to a substantive shift in professional understanding for the students who participated in a CSL learning opportunity. Although the traditional and CSL groups began their practicum experiences believing the primary role of a social worker was to build and maintain healthy relationships with service users, the CSL group saw their primary role switch from a "micro practice" to a "macro practice" worker. CSL offers social work education additional unique opportunities to support the development of student's social work core values, knowledge, and skills.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A