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ERIC Number: EJ1211402
Record Type: Journal
Publication Date: 2015-Apr
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1526-8659
The Impact of Service-Learning on Early Childhood Preservice Teachers
Lin, Miranda; Bates, Alan B.
New Waves-Educational Research and Development Journal, v18 n1 p36-51 Apr 2015
This paper explores how service learning helps preservice teachers change their perceptions toward working with diverse populations and how they link service learning to social justice. Providing opportunities for preservice teachers to link community service with their classroom experiences adds value to their learning experience and enhances qualities of understanding and commitment that lead to effective citizenship participation. Twenty-eight early childhood preservice teachers enrolled in a multicultural education course were asked to complete a service-learning project in which they worked with day care centers that serve low income families. In groups, preservice teachers worked closely with the centers to conduct a needs assessment and create projects that assist in overcoming the issues facing each center. After the projects were completed, preservice teachers completed a guided reflection paper and poster presentation as part of the project. Guiding questions focused on the impact of the experience on preservice teachers and the centers. Results indicated that overall, preservice teachers valued the service learning experience and gained an appreciation for working with students of diverse backgrounds. However, they had difficulty connecting service-learning and social justice. Strategies to help preservice teachers develop a better understanding of social justice will be discussed.
Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A