Enhancing Community Service Learning Via Practical Learning Communities

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Authors: Ilana Ronen & Tal Shemer-Elkayam, Kibbutzim College of Education, Technology and Arts, Israel
Email: klima.ronen@gmail.com
Published: February 2015
https://doi.org/10.22492/ije.3.1.07

Citation: Ronen, I., & Shemer-Elkayam, T. (2015). Enhancing Community Service Learning Via Practical Learning Communities. IAFOR Journal of Education, 3(1). https://doi.org/10.22492/ije.3.1.07


Abstract

The advantages of learning communities focused on analyzing social issues and educational repercussions in the field are presented in this study. The research examines the contribution of a learning community to enhancing student teachers' responsibility and their social involvement. The assumption was that participating in learning community would further implement student teachers' community social involvement while enhancing responsibility in their field of action. A questionnaire aimed to present the student teachers' attitudes involving all aspects of studying in the learning community and their social activity in the community was conducted. The findings pinpointed that there were positive contributions of the learning communities from a personal aspect such as developing self-learning, and learning about “me”, as well as broaden their teaching skills, through methodology for teacher training, and developing reflective thought. These insights can also be implemented in various educational frameworks and during service learning as part of teacher training.

Keywords

learning communities, service learning model, practice–reflection circle, tolerance for ambiguity