Project-Based Service-Learning as Authentic Field Experiences for Preservice Teachers

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-7 - Strategies to Improve the Efficacy of Preservice Teachers

Abstract

This comparative case study employed two structured-response online surveys to describe and explain the perceived impact two types of inquiry-based learning activities --- traditional problem-based learning and problem-/project-based service-learning (PBS-L) --- had on pre-service teachers' (PSTs) (1) understanding of content knowledge, (2) application of developmentally appropriate pedagogy, (3) community awareness/involvement, and (4) overall attitudes towards inquiry-based learning. The overarching goal of the study was to identify effective activities and placements for PSTs’ field experiences. Results support the idea that field placements that are structured as PBS-L can transform PSTs into engaged and active learners with a new window on the experience of teaching that familiarizes them with the authentic needs of a community of future learners.

Author

• Lauren E Burrow, Stephen F. Austin State University