Service Learning and Teacher Education

Abstract

Abstract Service learning provides unique benefits to the community, the educational entity, and those performing the service. Although not new to education, service learning is emerging as a valid curricular tool that promotes authentic learning for pre service educators. Introduction Imagine fifth graders working with pre-service elementary education majors developing math and science digital tutorials for third graders. Consider pre-service teachers providing after school science clubs to youth in the community. Visualize pre service teachers presenting educational and recreational activities for children attending a program sponsored by a nongovernmental organization (NGO). These three programs exemplify service learning in action--a method that connects meaningful community service with academic learning, personal growth, and civic responsibility (Kromer & Hitch, 1994). Service learning is gaining wide recognition as a valuable learning tool for students and educators at all levels. In fact, a 1998 survey by the National Learning in Teacher Education Partnership reported that nearly one-fifth of the teacher education programs in the nation offered service learning opportunities, and many others were interested in developing programs (Vaughn, Seifer & Vye Mihalynuk, 2004). This article will provide a background to service learning and describe how it can be integrated into teacher preparation programs. Brief Historical Perspective Although much of the research on service learning has been documented during the last decade, recommendations that service be a part of the school experience have appeared in cycles throughout this century (Conrad & Hedin, 1991). Early views of service learning which focused on volunteerism and community service can be traced back to the middle of the nineteenth century (Burrus-Bammel, Bammel, & Newhouse, 1993). In the early 1900s, teachers were urged by William Kilpatrick to adopt the project method to encourage students to continue learning outside of school while meeting community needs. Throughout the 1930s, the approach was supported by Progressives such as Jane Adams, John Dewey, and Dorothy Day. In the 1950s, the Citizen Education Project emphasized community participation and citizenship, and educational reports in the 1970s stressed the importance of involving young people in meaningful community experiences. Although community service was not emphasized much during the 1980s (Kromer & Hitch, 1994), possibly due to the back-to-basics movement, several reports on the state of education published in the 1980s such as A Place Called School by John Goodlad and Ernest Boyer's High School recommended service as an integral part of the K-12 curriculum (Conrad & Hedin, 1991). More recently, President George H. W. Bush signed into law the National Community Service Act of 1990, which provides funding for community service-learning programs in schools and colleges and support for full-time service corps (Conrad & Hedin, 1991). This law also encourages community members to volunteer in schools, permits the Department of Education to make grants to states for elementary and secondary community service learning programs, and allows partial loan cancellation in Perkins and Stafford Loan Programs for those performing full-time community service (American Association of Community and Junior Colleges, 1989). This Act also encourages (a) institutions to make service a priority in daily life and work; (b) the media to identify service learning opportunities and spotlight successful service initiatives; (c) state and local education boards to uphold the value of service and encourage students, faculty, and other personnel to serve others; (d) college and university presidents to recognize the value of community service; and (e) not-for-profit service organizations to absorb increasing numbers of volunteers in purposeful roles (American Association of Community and Junior Colleges, 1989). …