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ERIC Number: EJ1140139
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2159-1474
The Impact of Service Learning on Pre-Service Teachers Preconceptions of Urban Education
Weber, Sherri
Journal of Inquiry and Action in Education, v8 n2 p21-33 2017
Urban schools, especially those serving high minority, high poverty, and low performing students, are in desperate need of high-quality teachers, yet issues with retention, recruitment, and preparedness plague urban districts (Aragon, Culpepper, McKee & Perkins, 2014). Teacher educators are challenged to prepare teacher candidates to overcome misconceptions about urban schools. This study was designed to explore the effects that one sustained, supervised, course-based service learning experience had on preservice teachers' preconceptions and attitudes towards urban education. Surveys were administered to 38 teacher candidates before and after their service learning experience at an urban charter school. Results were analyzed using paired samples t-tests and indicated significant changes in attitudes towards the facilities, teaching materials and neighborhood safety for urban schools. Implications for teacher educators are examined.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A