Influences of Teaching a Summer Service-Learning Program on Teaching Beliefs and Practices

• In Event: Service-Learning and Experiential Education Poster Session

Abstract

Student-centered pedagogies like project-based learning and service learning have shown promise to increase student achievement and motivation yet are not enacted in many K12 classrooms. Prior work has found barriers to implementation including testing pressure, time constraints, and difficulty shifting control to students. This study examined how teaching a middle school summer service learning program in a diverse, urban school district, influenced teachers’ beliefs and practices about student-centered learning. The opportunity to implement service learning in an out-of-school context gave teachers opportunities to practice shifting control of learning to students and provided a supportive peer group. We illustrate these findings through reporting of a critical case. This study has implications for supporting teachers in their professional growth implementing student-centered pedagogies.

Authors

• Kyle Dunbar, Michigan State University

• Aman Yadav, Michigan State University