Volunteering within Initial Teacher Education: Factors that Boost and Block Participation

• DOI: 10.14221/ajte.2015v40n11.10
• Publication Date: 2015-11-06T08:18:45Z
• Authors: Daniella J. Forster; Jennifer Archer; Rukhsana Tajin
• Keywords: professional experience; Other Teacher Education and Professional Development; Secondary Education and Teaching; 4. Education; 05 social sciences; mutual benefit volunteering; Civic and Community Engagement; 370; Higher Education; Kindergarten Teacher Education; initial teacher education; 16. Peace & justice; Service Learning; Early Childhood; voluntary professional experience; Pre-Elementary; participation; 0503 education; Community-Based Learning

Voluntary professional experience can be a powerful way for initial teacher education (ITE) students to develop an understanding of schools and their communities. Do ITE students make use of these opportunities? There is little Australian research that explores genuine volunteering that does not “require” students to engage with the community. We conducted an on-line survey with 141 ITE students who were eligible to participate in a volunteer program. What factors reduced volunteering and what factors enhanced it? The results showed that, while students value volunteering and can point to benefits that come from it, most are unable or unwilling to participate. What factors differentiate those students who do volunteer despite the demands of complex, busy lives?