ERIC Number: ED478764
Record Type: RIE
Publication Date: 2003-Apr
Preservice Teachers' Responses to a Service-Learning Experience.
This study examined the impact of service learning on preservice teachers, integrating service learning into an undergraduate Educational Psychology course. The study focused on the impact of service learning in the areas of preservice teachers' personal, professional, academic, and career functioning. The student teachers were placed at a local elementary school that had a high poverty index. Participants were required to engage in service learning for a minimum of 20 hours in activities such as assisting the classroom teacher with organizing and conducting classroom activities, going on field trips, tutoring, and serving as reading buddies. They were also required to turn in a triple-entry journal, a reflective paper, and written free responses. Analysis of the ungraded written free responses indicated that student teachers enjoyed the project and learned strategies for tutoring. They appreciated the opportunity to watch, listen, and learn, and they had their eyes opened to the experiences of impoverished students. Students felt that the service learning reinforced their desire to teach. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Support provided by a Faculty Development Grant and Individual Development Award of the Campus Professional Development and Quality of Working Life, SUNY, Oneonta, 2002-2003. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).