Mutually Constructed, Reciprocally Beneficial: Service-Learning to Bridge Understanding Between Preservice Teachers and Diverse Students

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

Abstract

This study examines the effectiveness of service-learning as a pedagogical approach that is mutually beneficial and bridges understanding between predominantly White preservice teachers (PSTs) and diverse students at a local elementary school. Analysis of PST reflective papers and letters from fourth graders revealed that prior to the project, PSTs feared that students’ limited English proficiency and/or home circumstances might inhibit them from engaging or appreciating the project. In PST “after” reflections, PSTs expressed their new realizations that teaching is difficult, that the children were “less different” and more engaged than expected, and that they can make a difference in children’s lives. Benefits to the children included development of new social skills, improved confidence, and feeling valued.

Author

• Carrie Wall, Pepperdine University