| Summary: | 碩士 === 臺北市立大學 === 教育行政與評鑑研究所碩士在職專班 === 106 === The purpose of this study was to investigate development process, the features and effectiveness, the dilemmas and solutions of the pre-service teachers’ camp-style service-learning, and its effects on commitment to teaching.
The study adopted qualitative research methods by interviewing 6 pre-service teachers and collecting their reports and journals for the project to analyze. The major findings are summarized as follows:
1.The contents of the pre-service teachers’ camp-style service-learning include mainly responsible for the camp, homeroom teachers’ work, teaching, special activities, and administrative task. The processes include preparation, implementation, reflection, and celebration phases.
2.The features of the pre-service teachers’ camp-style service-learning include combination of the theory and practice, self-directed learning, civic literacy and social responsibility cultivating, career exploration, curriculum and campaign planning. The effectiveness include enhancing pre-service teachers’ professional competence in education, strengthening their inquiring ability, and nurturing their care for the disadvantaged.
3.The dilemmas of the pre-service teachers’ camp-style service-learning include difficulties of defining roles, lack of experience in class management and counseling, and disagreement among members.
4.The camp-style service-learning improves pre-service teachers’ teaching willingness, professional competence in education, and education enthusiasm, which has a positive impact on their commitment to teaching.
Based on the results, the present study offers some relevant suggestions for universities with teacher education, pre-service teachers, and furthers studies.
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