Fostering Successful Service-Learning Experiences in Teacher Preparation

• In Event: Roundtable Session 15
  In Roundtable Session: Fostering Meaningful Outcomes for Service-Learning in Teacher Education

Abstract

This study uses a mixed methods approach in focusing upon the role service-learning can play in enhancing preservice teachers’ sense of efficacy and understanding ways to prepare preservice teachers for service-learning experiences. Results of the quantitative component reveal significant gains in efficacy beliefs of preservice teachers who engaged in a service-learning project during a course in their teacher preparation. However, preservice teachers who engaged in an active-learning sequence to prepare the for the service-learning experiences made substantially greater gains in personal teaching efficacy beliefs as compared to a control group. Qualitative analysis of the preservice teachers’ oral and written reflections uncover sources of efficacy, providing guidance for planning service-learning in teacher education.

Authors

• Kathleen Tice, The University of Texas - Arlington

• Larry Paul Nelson, The University of Texas - Arlington

• Mary Lynn Crow