Enhancing Preservice Teachers Field Experiences through the Addition of a Service-Learning Component

Abstract

Field experiences have always been an important component in teacher education programs. Researchers have long studied field experiences and their impact on pre-service teachers. However, in the past ten years service-learning has also become a more vital link in the preparation of teachers. This paper describes an early field experience combined with a service-learning component and the corresponding assessment of the project. Goals of the collaboratively developed project included a multi-directional impact to individuals involved, increased student motivation, and increased student participation. Several sources of data were used including: open ended teacher questions, teacher and student surveys, undergraduate reflection papers, and perceived undergraduate goals and challenges. Qualitative analysis methods were implemented to provide an interpretation of the data. Results indicated that this project did have a multi-directional impact on teachers, pre-service teachers and students. Additionally, the project impacted student motivation and classroom participation through the use of non-traditional activities.

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