Hansen Anne Marie Witchger, Muñoz Jaime, Crist Patricia A, Gupta Jyothi, Ideishi Roger I, Primeau Loree A, Tupé Debra
Duquesne University, Department of Occupational Therapy, Pittsburgh, PA.
Occup Ther Health Care. 2007;21(1-2):25-49. doi: 10.1080/J003v21n01_03.
The profession of Occupational Therapy advocates for new and emerging areas of practice that more fully embrace our moral responsibility to address significant social injustices that exist in our communities (Kronenberg, Algado, & Pollard, 2005). The service-learning pedagogy is impacted by the philosophical and theoretical influences of John Dewey, the mission and purpose of American higher education including Boyer's (1994) call for an engaged citizenry, and the social vision of occupational therapy. The pedagogy of service learning provides a natural context for students to experience community practice while contributing to reducing existing social injustices. This paper provides an overview of service learning (SL) as a philosophical and pedagogical approach in occupational therapy education, key processes in developing successful service learning experiences and community partnerships to support service learning. Characteristics of effective service learning, assessment of community and institutional outcomes of service learning and the scholarship of service learning are also discussed. Most importantly, strategies for developing service learning scholarship, an important but frequently neglected requisite to validate any educational practice, are delineated. The authors conclude that service learning provides educators with an opportunity to provide students with experiences in natural, community contexts while developing life-long commitment to civic engagement and social responsibility.
职业治疗专业倡导新的和新兴的实践领域，这些领域更充分地体现了我们应对社区中存在的重大社会不公的道德责任（克罗嫩贝格、阿尔加多和波拉德，2005年）。服务学习教学法受到约翰·杜威的哲学和理论影响、美国高等教育的使命和宗旨（包括博耶在1994年呼吁培养有参与意识的公民）以及职业治疗的社会愿景的影响。服务学习教学法为学生提供了一个自然的环境，让他们在体验社区实践的同时，为减少现有的社会不公做出贡献。本文概述了服务学习（SL）作为职业治疗教育中的一种哲学和教学方法，介绍了开发成功的服务学习体验和社区伙伴关系以支持服务学习的关键过程。还讨论了有效服务学习的特点、服务学习的社区和机构成果评估以及服务学习的学术研究。最重要的是，阐述了发展服务学习学术研究的策略，这是验证任何教育实践的一个重要但经常被忽视的必要条件。作者得出结论，服务学习为教育工作者提供了一个机会，让他们在自然的社区环境中为学生提供体验，同时培养学生对公民参与和社会责任的终身承诺。
