Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection

Author
Chika-James, Theresa
Faculty Advisor
Date
2020
Keywords
service-learning , relational pedagogy , relational competencies , teacher-student relationship , management education
Abstract (summary)
Service-learning is identified as a high-impact teaching practice as it aids the development of business knowledge, human skills and civic responsibility amongst students. In spite of the benefits of service-learning, there are few studies that indicate the relational competencies of faculty members used to facilitate service-learning. This study shows how four relational competencies associated with relational pedagogy: care, interpersonal communication, an attentive presence and trust, facilitated service-learning amongst undergraduate students. Data for this study were drawn from personal reflections of teacher-student interactions during a service-learning course in change management. Findings show that although the demonstration of relational competencies associated with relational pedagogy created a conducive learning space that enabled students to gain practical knowledge, not all students in the study welcomed this approach. Based on the findings of this study, this article provides suggestions to educators in higher education engaged in service-learning and directions for further research.
Publication Information
Chika-James, T. A. (2020). Facilitating service-learning through competencies associated with relational pedagogy: A personal reflection. Higher Education Pedagogies, 5(1), 267-293. DOI:10.1080/23752696.2020.1820886
DOI
Notes
Item Type
Article
Language
English
Rights
Attribution (CC BY)