The Value of Service-Learning in a Pre-Service Secondary Teacher Qualification

Abstract

This chapter explores the value of a service-learning unit within a pre-service secondary teaching course. It does so through the perceptions of pre-service teachers. The purpose was to determine the potential of a service-learning program to prepare pre-service secondary teachers for the classroom, both personally and professionally. The context for the research is a social justice service-learning unit offered to pre-service secondary teachers undertaking a Bachelor of Education, Master of Teaching or Graduate Diploma of Education. There were 105 participants in the study. Data collection entailed a 25- to 30-minute survey, which participants completed at the conclusion of the unit. The survey contained qualitative and quantitative questions. Data were analysed through content analysis in the case of the open-ended questions while percentages and frequency column graphs were used for the multiple response questions. The results revealed that the personal and professional development of pre-service secondary teachers had been impacted significantly as a result of engagement in service-learning activities. Additionally, participants listed a range of ‘memorable’ experiences, highlighted various challenges associated with service-learning, indicated ways service-learning prepared them for their teaching practicum, and noted the importance of including service-learning as part of a teaching degree. An over-arching theme that emerged repeatedly in the comments of the pre-service teachers was the need to adopt an inclusive attitude in their teaching practice. The chapter concludes with the authors offering recommendations that focus on further research into the viability of service-learning programs in pre-service teaching courses.

Citation

Lavery, S., Coffey, A. and Sandri, S. (2017), "The Value of Service-Learning in a Pre-Service Secondary Teacher Qualification", Service-Learning (International Perspectives on Inclusive Education, Vol. 12), Emerald Publishing Limited, Leeds, pp. 241-263. https://doi.org/10.1108/S1479-363620170000012015