Service-Based Learning Experiences of Pre-Service Turkish Teachers: Language Teaching to Syrian Refugees

Autor/inn/en	Biçer, Nursat; Alan, Yakup
Titel	Service-Based Learning Experiences of Pre-Service Turkish Teachers: Language Teaching to Syrian Refugees
Quelle	In: South African Journal of Education, 42 (2022) 3, Artikel 2111 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Biçer, Nursat) ORCID (Alan, Yakup)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Preservice Teachers; Second Language Instruction; Language Teachers; Service Learning; Refugees; Student Experience; Opinions; Secondary Education; Work Experience; Communication Skills; Experiential Learning; Second Language Learning; Syria; Turkey + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Service-Learning; Flüchtling; Studienerfahrung; Lehrmeinung; Sekundarbereich; Employment experience; Job experience; Occupational experience; Berufserfahrung; Kommunikationsstil; Experiental learning; Erfahrungsorientiertes Lernen; Zweitsprachenerwerb; Syrien; Türkei
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01