Service-Learning as an Effective Component of Teacher Preparation

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Service-Learning and Teacher Preparation: Reflections and Rethinking Pedagogy

Abstract

This study examines a service-learning project, an after-school literacy program of a course in literacy education for prospective elementary teachers. Mixed methods were used in determining 1) whether preservice teachers would experience gains in teaching efficacy, or confidence, through the service-learning experiences of the course and 2) factors that seem to play a role when service-learning fosters efficacy beliefs. Quantitative results showed significant gains in teaching efficacy, and findings of the qualitative analysis complemented the quantitative results in understanding preservice teachers’ gains in teacher efficacy beliefs. The findings build upon longitudinal research that has substantiated and synthesized findings towards developing a model that can guide planning community field experiences in teacher preparation.

Authors

• Kathleen Tice, The University of Texas - Arlington

• Larry Paul Nelson, The University of Texas - Arlington