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ERIC Number: EJ935545
Record Type: Journal
Publication Date: 2011
Pages: 26
Abstractor: As Provided
Reference Count: 56
The Impact of Service-Learning-Type Experiences on Preservice Teachers' Integration of Principles of Educational Psychology
Faircloth, Beverly; He, Ye; Higgins, Heather
Teaching Educational Psychology, v7 n1 p1-26 Spr 2011
In this study, members (n = 48) of 2 sections of a required educational psychology course conducted 3 service-learning-type field experiences and wrote reflections on the experiences in relationship to the theories and principles addressed in the course. Participants also described their vision for teaching at the beginning and the end of the semester (e.g., How would you define the teacher's role in promoting students' learning? What aspects of students and teachers affect a teacher's success in this role?) Student work was analyzed to explore the degree to which they integrated the principles addressed in the course (regarding the learner and learning) into their understanding of classroom practices and their vision for teaching. Results suggest that service-learning-type experiences were conducive to a preservice teacher's ability to examine their preconceived notions, understand and skillfully use course knowledge, and develop a vision for teaching that is shaped by educational psychology. (Contains 2 tables and 1 figure.)
Teaching Educational Psychology Special Interest Group (TEP/SIG). Educational Foundations Department, Millersville University, P.O. Box 1002, 1 South George Street, Millersville, PA 17551. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A