Learning Experiences of Non-Teacher-Training Students in High School Support Volunteers

: A Quantitative Text Analysis of Interview Responses in Comparison With Teacher Training Students

Abstract

This study examines the learning experiences of university students participating in high school support volunteer activities, focusing on those not enrolled in teacher training programs. It explores the significance and role of such volunteer activities. Based on semi-structured interviews with nine teacher training students and nine non teacher training students, a quantitative text analysis revealed three main findings: (1) Participation in school volunteer activities helps non-teacher-training students contextualize their own experiences perspectives on education, fostering a positive perception of school education. (2) It enables them to recognize the potential and value of engaging in education, while positively influencing their university studies and future career paths. (3) Because students may feel uneasy when encountering differences from their own high school experiences or in interacting with students, enhancing peer collaboration and mutual support is important.