The Use of Reflection in a Service-Learning Project in a Post-Graduate Programme

Y

20

Reflection; Service Learning; Graduate Students; College Freshmen; Student Teachers; Educational Psychology; Professional Development; Program Effectiveness; Practicums; Young Adults; Camps; Foreign Countries; Mentors

2162-6685

In a context like South Africa's, the prevailing numerous social inequalities and problems place additional demands on psychologists and educational psychologists. Western-based, individualised medical approaches are increasingly regarded as inadequate. We thus contend that the inclusion of service-learning is an alternative approach to the training of Educational Psychology master's students. Little has been written about the role of service-learning components in the curriculum of an Educational Psychology master's programme and in general in postgraduate programmes. Thus, we argue for the integration of service-learning in the curriculum of a psychology-oriented programme that could serve as a vehicle for the achievement of the professional development of the students. The main research question is: What do Educational master's student' reflections and artefacts reveal about the contribution of a service-learning project to their knowledge of the young adult? A qualitative case study design was followed utilizing a convenience sample of master's educational psychology students. Data collection methods included observation, interviews and documents. Content analysis was employed as a data analysis strategy. The contribution of this study consists of emphasising the centrality of reflective practice as teaching and learning tool. The peculiarity of this study is its unique context, namely, an educational excursion to a conference site involving young adults and master's students.

As Provided

2020

EJ1267671