Engaging with communities: student-teachers' experiences working at child and youth care centres

Abstract

This article describes a service learning project which involved 138 finishing studentteachers in the faculty of education at Cape Peninsula University of Technology in Cape Town, South Africa. The research problem identified is that there is a perception that university knowledge is removed from the needs of communities. The project thus required all fourth-year student-teachers to work at Child and Youth Care Centres (CYCCs) in the city. The study answers the question: What are the selfreported educational experiences of student-teachers while working with institutionalized children and youths in Cape Town? A qualitative case study design was employed. Data was generated through reflective journals and project reports which these students submitted as part of their assessment. This qualitative data was analysed through thematic coding. The students’ experiences are discussed using the organizing concepts of consultation, involvement, collaboration and empowerment. Findings indicated that most student-teachers in the study felt they had gained useful knowledge and skills which would enhance their confidence when working in classrooms. The study concludes that integration of service learning could contribute to improved preparation of student-teachers by enhancing their reflective capacity and transformative learning to make them more aware of their civic and citizenship role in society.