Student activism: An exploration of pre-service teacher engagement

Van Tol, J

Student activism: An exploration of pre-service teacher engagement

Van Tol, J

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Publisher:: Nteu
Publication Type:: Journal Article
Citation:: Australian Universities' Review, 2017, 59, (1), pp. 47-57
Issue Date:: 2017

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Field	Value	Language
dc.contributor.author	Van Tol, J https://orcid.org/0000-0002-1629-5478
dc.date.accessioned	2023-10-02T05:50:14Z
dc.date.available	2023-10-02T05:50:14Z
dc.date.issued	2017
dc.identifier.citation	Australian Universities' Review, 2017, 59, (1), pp. 47-57
dc.identifier.issn	0818-8068
dc.identifier.uri	http://hdl.handle.net/10453/172420
dc.description.abstract	This study investigated university student activism from both a theoretical and applied perspective. The aims were to explore some of the elements that might enable or constrain student activism and to facilitate the students’ opportunity to act on an issue of their choice. The three elements of self-efficacy, group work, and time were reviewed in the literature and used as a framework to gather data, the collection of which was completed in three sequential phases: a questionnaire, interviews, and an action research project. Sixty questionnaires were returned and, from these, eight students were interviewed and engaged in the action research project. Results from the questionnaire indicated that students were quite time poor with the median student spending more hours per week working than studying. Further results from the questionnaire as well as the interviews and action research project suggested that the element of self-efficacy had less of an effect on students’ activism than did group work or time, both of which were enabling when present and constraining when absent.
dc.language	en
dc.publisher	Nteu
dc.relation.ispartof	Australian Universities' Review
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education, 1503 Business and Management
dc.subject.classification	3903 Education systems
dc.subject.classification	3904 Specialist studies in education
dc.title	Student activism: An exploration of pre-service teacher engagement
dc.type	Journal Article
utslib.citation.volume	59
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
utslib.for	1503 Business and Management
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2023-10-02T05:50:13Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	59
utslib.citation.issue	1

Abstract:

This study investigated university student activism from both a theoretical and applied perspective. The aims were to explore some of the elements that might enable or constrain student activism and to facilitate the students’ opportunity to act on an issue of their choice. The three elements of self-efficacy, group work, and time were reviewed in the literature and used as a framework to gather data, the collection of which was completed in three sequential phases: a questionnaire, interviews, and an action research project. Sixty questionnaires were returned and, from these, eight students were interviewed and engaged in the action research project. Results from the questionnaire indicated that students were quite time poor with the median student spending more hours per week working than studying. Further results from the questionnaire as well as the interviews and action research project suggested that the element of self-efficacy had less of an effect on students’ activism than did group work or time, both of which were enabling when present and constraining when absent.

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http://hdl.handle.net/10453/172420