Benefits of service-learning: a case of pre-service teachers at a South African university

The study examined the benefits of exposing third year Bachelor of Education students to Service-Learning at a South African University. Service Learning (SL) is a practice that links community service with learning activities for the promotion of substantive learning. The aim of this study was to investigate whether third year pre-service teachers could benefit from helping first year pre-service university students acquire literacy skills through SL. The study was underpinned by the Experiential learning theory (ELT) and transformative learning theory (TLT). A qualitative research paradigm underpinned by an interpretative epistemology was used in this study. Non random sampling technique was used to select participants from the Faculty of Education at the participating institution. Data were generated by means of observing classroom activities, semi-structured and focus group interviews. Data analysis emerged with themes and sub-themes. Overall, the results revealed that apart from enhanced academic skills, the third-year students gained self-confidence and enhanced self-esteem. The study revealed that exposing students to SL made them gain academic knowledge, cognitive skills, interpersonal skills, and self-confidence as they endeavoured to put theoretical knowledge to practice. As a pedagogy, SL created an enabling environment for learners to express themselves freely – thereby creating space for the expression and consolidation of new experiences. The study recommended that there be advocacy to promote the value and benefits of SL among academic staff (the lecturers) because without their full conviction and belief in its value and benefits, both as a worthy undertaking for its own intrinsic merits and as something that has academic value for the lecturers’ own professional development, they will not find the will and energy to implement it. This could include profiling SL widely on university campuses, as an innovative pedagogy that entrenches valuable skills, values and research to students and lecturers, leading to the transformation of communities and societies.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2023

Author dc:creator

• Bele, Lungile Lindile Primrose

Licence

• https://uzspace.unizulu.ac.za/bitstreams/f800bdd0-fd8a-4a8a-a59c-fcaa2f801204/download