![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Service learning remains a topic of interest in higher education. It has become more prevalent in teacher preparation programs with the intent of providing the opportunity for pre-service teachers to become engaged with individuals who have different life experiences than their own. Lessons can be learned through a review of the literature and the examination of existing models of service learning, including an honest discussion of the advantages and potential barriers for all stakeholders.
Keywords service learning, teacher education, higher education
References
Section:
|
Anderson, J. B., Swick, K. J., Yff, J. (Eds.). (2001). Service learning in teacher education: Enhancing the growth of new teachers, their students, and communities. Washington, DC: American Association of Colleges for Teacher Education. Google Scholar | |
|
Ash, S. L., Clayton, P. H. (2009). Critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1(1), 25-48. Google Scholar | |
|
Bamber, P., Hankin, L. (2011). Transformative learning through service-learning: No passport required. Education and Training, 53(2/3), 190-206. Google Scholar | Crossref | |
|
Barell, J. (2007). Problem-based learning: An inquiry approach. Thousand Oaks, CA: Corwin Press. Google Scholar | |
|
Blouin, D. D., Perry, E. M. (2009). Whom does service learning really serve? Community-based organizations’ perspectives on service learning. Teaching Sociology, 37, 120-135. Google Scholar | SAGE Journals | ISI | |
|
Cone, N. (2012). The effects of community-based service learning on preservice teachers’ beliefs about the characteristics of effective science teachers of diverse students. Journal for Science Teacher Education, 23, 889-907. Google Scholar | Crossref | |
|
Desrochers, C. (2006). Educating pre-service teachers for diversity: Perspectives on the possibilities and limitations of service learning. The Journal of Educational Thought, 40, 263-280. Google Scholar | |
|
Dixon-Krauss, L. (1996). Vygotsky’s sociohistorical perspective on learning and its application to western literacy instruction. In Dixon-Krauss (Ed.), Vygotsky in the classroom: Mediated literacy instruction and assessment (pp. 7-24). White Plains, NY: Longman. Google Scholar | |
|
Flower, L. (2008). Community literacy and the rhetoric of public engagement. Carbondale: Southern Illinois Press. Google Scholar | |
|
Galvan, C., Parker, M. (2011). Investigating the reciprocal nature of service-learning in physical education teacher education. Journal of Experiential Education, 34(1), 55-70. Google Scholar | SAGE Journals | |
|
Giles, D. E., Eyler, J. (1994). The impact of a college community service laboratory on students’ personal, social, and cognitive outcomes. Journal of Adolescence, 17, 327-339. Google Scholar | Crossref | ISI | |
|
Hallman, H. L., Burdick, M. N. (2011). Service learning and the preparation of English teachers. English Education, 43, 341-368. Google Scholar | |
|
Harrison, L. M. (2013). Service learning and its impact on middle level preservice teachers’ learning from field experiences. Middle Grades Research Journal, 8(3), 23-38. Google Scholar | |
|
Hendricks, C. (2006). Improving schools through action research: A comprehensive guide for educators. Boston, MA: Person Education. Google Scholar | |
|
Holly, M. L., Arhar, J., Kasten, W. C. (2005). Action research for teachers: Traveling the yellow brick road. Upper Saddle River, NJ: Pearson Education. Google Scholar | |
|
Karayan, S., Gathercoal, P. (2005). Assessing service-learning in teacher education. Teacher Education Quarterly, 32(3), 79-91. Google Scholar | |
|
LaMaster, K. J. (2001). Enhancing pre-service teachers’ field experiences through the addition of a service-learning component. The Journal of Experiential Education, 24(1), 27-33. Google Scholar | SAGE Journals | |
|
Learning-Theories . (2013). Learning theories: Constructivism (Digital ed.). Available from www.learning-theories.com Google Scholar | |
|
Meaney, K. S., Bohler, H. R., Kopf, K., Hernandez, L., Scott, L. S. (2008). Service-learning and pre-service educators’ cultural competence for teaching: An exploratory study. Journal of Experiential Education, 31, 189-208. Google Scholar | SAGE Journals | |
|
Ryan, L. B., Callahan, J. (2002). Making connections: Service-learning competencies and beginning teacher standards. The Teacher Educator, 38, 126-140. Google Scholar | Crossref | |
|
Spencer, B. H., Cos-Peterson, A. M., Crawford, T. (2005). Assessing the impact of service-learning on pre-service teachers in an after-school program. Teacher Education Quarterly, 32(4), 119-135. Google Scholar | |
|
Stringfellow, J. L., Edmonds-Behrend, C. R. (2013). Service learning: Extending the classroom to community. The Delta Kappa Gamma Bulletin, 79(3), 42-45. Google Scholar | |
|
Tarhan, L., Acar-Sesen, B. (2013). Problem based learning in acids and bases: Learning achievements and students’ beliefs. Journal of Baltic Science Education, 12, 565-578. Google Scholar | ISI | |
|
Woods, D. R. (1985). What about problem-based learning? Journal of College Science Teaching, 15, 62-64. Google Scholar | |
|
Woods, D. R. (2014). Problem-oriented learning, problem-based learning, problem-based synthesis, process oriented guided inquiry learning, peer-led team learning, model-eliciting activities, and project-based learning: What is best for you? Industrial and Engineering Chemistry Research, 53, 5337-5354. Google Scholar | Crossref | ISI |
Author Biographies
Susan M. Hildenbrand is an Associate Professor in the Department of Inclusive Education at St. John Fisher College and the Graduate Special Education Program Director. Her research interests include positive classroom management, co-teaching in the inclusive classroom, and service learning with preservice teachers. Susan may be reached at shildenbrand@sjfc.
Susan M. Schultz is an Associate Professor in the Department of Inclusive Education at St. John Fisher College. Her research interests include students with disabilities transitioning to college, autism, and service learning with preservice teachers. Susan may be reached at sschultz@sjfc.
