Self-Efficacy in Service-Learning: Preservice Teacher Preparation

• In Event: Introspections and Intentions With Experiential Education and Service-Learning: Lessons From Teacher Education and K–12 Classrooms

Abstract

The author advocates that service-learning course instructors consider setting developing self-efficacy as one of the course learning outcomes. This study examines development of self-efficacy (a combination of beliefs and attitudes that expresses the ability to accomplish a particular task) in an introduction to elementary schooling service-learning course. Written reflections after service-learning engagement provided evidence of developing self-efficacy. The small moment reflection strategy was employed to teach students how to express their reflections effectively. The main finding was that self-efficacy is a critical pre-requisite to success in student engagement in service-learning activities. It is argued that service-learning courses can effectively aid students in self-selecting a career before putting in substantial time and financial commitment.

Author

• Robert E. Bleicher, California State University - Channel Islands