Examining the Process of Civic Learning Through a Systematic Service-Learning Experience in Teacher Education

• In Event: Service-Learing as Innovative Practice for Building Teacher Efficacy and Understanding

Abstract

This paper presents findings from a mixed method investigation of how service-learning infused into a secondary education course played a role in helping preservice teachers connect their awareness of academic, personal, professional, college, and civic learning skills over a three-year study. The study uses two lenses – a qualitative analysis over three iterations of a fall semester course (2010, 2011 and 2012) based on reflective writings after the community experience. The second lens is a quantitative comparison paired with qualitative data over a two-year period (2011, 2012) to further categorize and explicate student learning and broader impact. Results from the three-year study frame an academic service learning experience that is infused into a course in a systematic way.

Authors

• Marlene K. Rebori, University of Nevada

• Margaret M. Ferrara, University of Nevada - Reno

• Greg Nielsen, University of Nevada - Reno