The Impact of Service-Learning Engagement on Teacher Candidates in an Elementary Education Literacy Course

Abstract

This study examined the experiences of elementary education teacher candidates in a service-learning literacy methods course in which they were placed in two public school settings—one urban elementary school and one urban laboratory school. This was teacher candidates initial field experience in elementary classrooms. Teacher candidates explored various aspects of literacy assessment and instruction, particularly ways to assess students and use assessment results to screen students, monitor students' progress, and provide effective instruction. Candidates reflected regularly on their practice and participated in discussions with classroom teachers, peers, and university faculty. The research was conducted using a mixed methods design which included analysis of a survey and nine critical reflections. Findings indicated that teacher candidates’ service-learning experiences provided opportunities to engage in teaching and reflect on practices while connecting with their school communities. Teacher candidates described the impact from their work in the classroom, exposure to schools and student populations that were previously unfamiliar to them, and participation in a service-learning model that focused on critical reflection.

Keywords

• service-learning
• community
• mixed methods

References

1. Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1, 25-48.
2. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall, Inc.
3. Bernadowski, C., Perry, R., & Del Greco, R. (2013). Improving preservice teachers’ self-efficacy through service learning: Lessons learned. International Journal of Instruction, 6(2). 67-86.
4. Bringle, R. G., & Hatcher, J. A. (1996). Implementing service learning in higher education. The Journal of Higher Education, 67(2), 221-239.
5. Bringle, R. G., & Hatcher, J. (2003). Introduction to service-learning toolkit: Readings and resources for faculty (2nd ed.). Sterling, VA: Campus Compact.
6. Caspersz, D., & Olaru, D. (2017). The value of service-learning: The student perspective. Studies in Higher Education, 42(4), 685-700.
7. Griffith, R. R., & Zhang, G. (2013). Service learning in teacher preparation: Returns on the investment. The Educational Forum, 77(3), 256-276.
8. Gutzweiler, R., Pfeiffer, S., & In-Albon, T. (2022). ‘I can succeed at this’: Engagement in service learning in schools enhances university students’ self-efficacy. Studies in Higher Education, 47(12), 2539-2552.

9. Hasbrouck, J. & Parker, R. (2001). Quick phonics screener. Texas A&M University. Hoy, A. W., Hoy, W. K., & Davis, H. A. (2009). Teachers’ self-efficacy beliefs. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 641-668). New York, NY: Routledge.
10. Jacobs, K. B. (2018). “So why is it OK here?”: Literacy candidates grappling with culture/culturally relevant pedagogy in urban field sites. Urban Education, 54(10), 1520-1550.
11. Jacoby, B. (2014). Service-learning essentials: Questions, answers, and lessons learned. San Fransciso, CA: John Wiley & Sons.
12. Kruger, T. M., Eisenhauer, M. J., & Weaver, L. (2017). Service-learning & early childhood teacher education: A qualitative exploration of professional preparation standards. Journal of Community Engagement and Higher Education, 9(1), 46-60.
13. Lavery, S., & Sandri, S. (2021). Pre-service primary and early childhood teachers' perceptions of a service-learning experience. Issues in Educational Research, 31(4), 1101-1120.
14. Lester, S. W., Tomkovick, C., Wells, T., Flunker, L., & Kickul, J. (2005). Does service- learning add value? Examining the perspectives of multiple stakeholders. Academy of Management Learning & Education, 4(3), 278-294.
15. Maynes, N., Hatt, B., & Wideman, R. (2013). Service learning as a practicum experience in a pre-service education program. Canadian Journal of Higher Education, 43(1), 80-99.
16. Mergler, A., Carrington, S. B., Boman, P., Kimber, M. P., & Bland, D. (2017). Exploring the value of service-learning on preservice teachers. Australian Journal of Teacher Education, 42(6), 69-80.
17. Resch, K., & Schrittesser, I. (2023). Using the Service-Learning approach to bridge The gap between theory and practice in teacher education. International Journal of Inclusive Education, 27(10), 1118-1132.
18. Reutzel, D. R., & Cooter, R. B. (2019). Strategies for reading assessment and instruction: Helping every child succeed (6th ed.). Boston, MA: Pearson.
19. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
20. Tinkler, A., Tinkler, B., Reyes, C., & Elkin, S. (2019). Critical service-learning: Learning through experience to advance teacher education. Journal of Experiential Education, 42(1), 65-78.