Service Learning as Scholarship in Teacher Education

Abstract

This article describes how two teacher education service-learning programs illustrate alternative interpretations of scholarship. A tutoring–mentoring program in a teaching oriented masters institution and a motor skill development program in a land grant doctoral–research institution are described relative to how each illustrates forms of scholarship as interpreted by Boyer (1990) We discuss how these forms of scholarship—the scholarship of discovery, integration, teaching, and application—relate to stated institutional mission and evaluation practices. Service-learning experiences for preservice teachers can have the multiple benefits of promoting an ethic of service and social responsibility, demonstrating excellence in teacher education, and exemplifying scholarly endeavors