Chương Trình Học Tập Dịch Vụ và Kinh Tế Tri Thức: Khám Phá Những Căng Thẳng

Springer Science and Business Media LLC - Tập 10 - Trang 253-273 - 2016
Alison Taylor1
1Faculty of Education, Department of Educational Studies, The University of British Columbia | Vancouver, Vancouver, Canada

Tóm tắt

Chương trình học tập dịch vụ (CSL) đang ngày càng phát triển trong giáo dục đại học ở Canada. Các chương trình đại học khuyến khích sinh viên trải nghiệm thực tế trong cộng đồng như một phần của khóa học; sinh viên thường tham gia vào công việc không lương tại các tổ chức phi lợi nhuận và phản ánh về trải nghiệm đó liên quan đến việc học trong lớp. Tuy nhiên, các chương trình này thường ở trong một vị trí mơ hồ trong giáo dục đại học - chúng được coi là quan trọng, nhưng đồng thời thường thiếu tài nguyên và bị xem là bên lề các hoạt động cốt lõi của các trường đại học. Bài báo này lập luận rằng vị trí mâu thuẫn của học tập dịch vụ một phần liên quan đến quan điểm phân chia giữa kiến thức lý thuyết và thực tiễn được duy trì trong diễn ngôn kinh tế tri thức. Dựa trên các cuộc phỏng vấn với các lãnh đạo chương trình học tập dịch vụ, bài báo khám phá các phản ứng của họ đối với diễn ngôn kinh tế tri thức. Kết quả cho thấy các mức độ kháng cự khác nhau; một số lãnh đạo tuân thủ theo sức ép của các trường đại học để tham gia vào các phương pháp tiếp cận giao dịch trong học tập dịch vụ, trong khi những người khác tìm cách tích hợp kiến thức lý thuyết và thực tiễn thông qua việc tạo ra các mạng lưới học tập lai. Bài báo nêu ra những lý do và hệ quả của các phản ứng khác nhau và đề xuất rằng các lý thuyết học tập xã hội-văn hóa có thể thông báo cho các phương pháp giáo dục trong các chương trình.

Từ khóa

#Học tập dịch vụ #giáo dục đại học #kinh tế tri thức #kiến thức lý thuyết #kiến thức thực tiễn #lý thuyết học tập xã hội-văn hóa.

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