Promoting Reflective Practice Through Service-Learning in Teacher Preparation

• In Event: Millennium Hotel Roundtable Session 16
  In Roundtable Session: Critical Moments: The Experiences of Service-Learning That Shape Our Identities of Self

Abstract

Service-learning is a pedagogical approach with documented effectiveness for building civic engagement and promoting awareness of social justice issues. Reflection lies at the crux of a well-designed service-learning project. In this study, we explore the reflective practices that emanate from 64 preservice teachers’ participation in service-learning projects implemented in two teacher preparation programs. Data sources included pre and post self-reflective surveys, guided written reflections, and entries in a reflective journal maintained during the course of a semester. Participation in direct service-learning affirmed preservice teachers’ readiness for teaching in diverse communities. Implications relate to the value of service-learning and future directions for facilitating reflective practice are discussed.

Authors

• Miranda Lin, Illinois State University

• Sara Lynn Jozwik, University of Wisconsin-Milwaukee