Service Learning for Pre-Service Teachers: Community Partner Responses

Service learning as part of an educational experience provides an opportunity for students to learn about different life experiences and make positive contributions to their community. Although substantial research exists about the impact of service learning on students as well as on the educational institution that facilitates such courses, little research exists about the impact of service learning on community partners. In this study, the authors aimed to understand the benefits and drawbacks of the partnership for all stakeholders in a service-learning experience for preservice teachers. A teacher-training program with an urban-community connection at a private university enrolled the pre-service teachers involved in the study; the papers' authors directed the program.

The authors used a Critical Action Research framework in their study to develop an understanding of various stakeholders' experiences with the service-learning initiative. Critical Action Research approach uses inquiry, reflection, and problem solving to improve practices. To that end, the authors analyzed pre- and post-experience questionnaires and reflection assignments of 140 teacher candidates, along with post-experience questionnaires from community partners. Each instructor tailored the reflection activities and individualized them to the pre-service teachers. The instructors used three types of reflection activity questions: content, theory, and application questions. The authors also analyzed the pre- and post-experience questionnaires and reflection activities to examine patterns around the participants' beliefs. They then triangulated across the data sources. Survey questions included whether the students felt that the service-learning activities contributed to their studies, affected their civic engagement, and contributed to their professional skills. The questions also asked the students to reflect on their experience with the service-learning model.

In the article, the authors included their personal reflections on building the service-learning course. Based on their experience developing and directing the course, the authors suggest necessary preparations for establishing such a course; specifically, these should provide students (in this case, teacher candidates) with real problems in actual places. The researchers suggest that completing a Memorandum of Understanding (MOU) is helpful to clearly outline terms and expectations between the students and service-learning partners. Finally, it is emphasized that, before beginning the project, instructors clarify with students the difference between service learning and volunteering; this difference is that service learning involves collaboration with community partners. The authors also emphasize the importance of reflection in service learning: the reflection activities designed by the researchers included questions focused on content, theory, and application. The authors conducted the reflections in writing, as well as in small- and whole-group discussions.

Survey analysis showed that teacher candidates were, overall, positive about the service-learning projects. Many provided examples of learning about community relationships, working within groups, and developing a better understanding of different groups and cross-cultural awareness. Service learning, furthermore, provided the teacher candidates with ways to improve their understanding of the course concepts. Based on the analysis of their reflections, the authors found that—after the course—teacher candidates were more aware of stakeholder needs, had changed their opinions of their students and community partners, and were able to connect course content with their service-learning experiences.

Analysis of the post-experience questionnaires indicated that the community partners were satisfied with the services that the teacher candidates provided for their organizations. The community partners felt that the service-learning program benefited their organizations, families, and children, as well as the teacher candidates. The community partners also indicated that other benefits accrued, such as the teacher candidates leaving useful materials at the community sites, and gaining an increased understanding of students with disabilities as a result of building an accepting community.

Some of the obstacles the authors encountered when creating the service-learning course included scheduling, inconsistent enrollment at schools, and the cost of materials and supplies. Mini-grants provided by the university, however, offset the cost of materials and supplies for the teacher candidates to create lasting projects with their community. The teacher candidates felt that the benefits of the service-learning projects—such as the enhanced pedagogy, the real-world connections, and the lasting impact on the schools—outweighed the drawbacks— such as the scheduling challenges and inconsistent student enrollment.

The experiences of these teacher candidates and their community partners provide examples of how environmental educators might incorporate service learning effectively into their programs. By providing students with exposure to real-world environmental issues, collaboration with community members, and the opportunity to reflect on their experiences, students develop a better understanding of what it means to work across cultures. They also experience deeper learning of the core course concepts, and, in the process, benefit the community partners.