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Journal of Effective Teaching, v9 n1 p5-23 2009

This paper addresses the strengths and challenges of university-based service learning projects, using preservice elementary teachers in an undergraduate social studies methods course as a model for implementing service learning in university courses. The goal of the project was to provide future teachers with the motivation and experience in facilitating service learning projects as a means of promoting student equity, social responsibility, and social justice. The carryover of this attitude and response to the first year of the teaching career is considered. Three cases of teachers are presented to share findings that focus on issues of context, teacher characteristics, understanding of the service learning pedagogy, and the responsiveness of students to the approach. Implications and recommendations for including service learning pedagogy in university courses are discussed.

Descriptors: Service Learning, Teaching Methods, Instructional Effectiveness, Teacher Education Programs, Preservice Teachers, Elementary School Teachers, Social Studies, Methods Courses, Social Responsibility, Social Justice, Student Surveys, Student Attitudes, Interviews, Longitudinal Studies, Case Studies

Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet[at]uncw.edu; Web site: http://www.uncw.edu/cte/et





Autor: Bates, Alisa J.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3966&id=EJ1092201







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