Professional Documents
Culture Documents
Service-Learning and Pre-Service Teacher Education, DR Aye Aye Tun
Service-Learning and Pre-Service Teacher Education, DR Aye Aye Tun
Service-Learning and
Pre-service Teacher Education
Workshop I
“Quality Assurance and Whole Person Education Approach in Teacher Education”
(29-30 March 2023)
Intellectual
(learning to
learn)
Spiritual Ethical
(learning (learning
to be) to do)
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SERVICE-LEARNING: Contribution to Whole
Person Education
YUOE
14.9.23
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REFLECTION
Service Learning
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What is Service-Learning?
Many definitions:
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What is Service-Learning?
Many definitions:
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What is Service-Learning?
Many definitions:
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Service-Learning Cycle
Learning
(skills and values)
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Types of Service
• Direct Service
• Indirect Service
• Advocacy
• Research
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1. Direct Service
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2. Indirect Service
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3. Advocacy
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4. Research
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The Five Stages of Service-Learning
1. Investigation
2. Planning and Preparation
3. Action
4. Reflection
5. Demonstration
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Stage One: Investigation
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Stage Two: Preparation and Planning
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Stage Three: Action
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Stage Four: Reflection
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Experiential Learning Continuum
SERVICE-LEARNING
VOLUNTEERISM INTERNSHIP
Adapted from
Furco, 1996
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INTERNSHIP
• Student the primary beneficiary
• Focus on student learning
• Goal is to acquire skills and knowledge
FIELD EDUCATION
• Service activities related to but not fully integrated into academics
• Focus on maximizing student learning
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COMMUNITY SERVICE
• Primary focus on service provided
• May involve more structure than volunteerism
• As service becomes integrated with formal course work, moves
closer to center of continuum
VOLUNTEERISM
• Primary emphasis on service provided
• Primary beneficiary is service recipient
• “inherently altruistic”
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SERVICE-LEARNING
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Examples:
What might each look like?
• Volunteer at school
• Internship at school
• Service learning at school
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Student Teaching and Service-Learning
➔ SL can address a need or problem that exist either at the school or in the broader
community.
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Service-Learning and Preservice Teacher Education
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What is Service-Learning?
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Essential Principles of Service-Learning
1. High-quality service to prepare students to address an actual, recognized community
or school need
2. Integrated learning to tie the service activities to classroom knowledge, skill, and
value goals
3. Reflection to help integrate students’ service experiences with the academic
curriculum
4. Civic responsibility to promote in students a sense of caring for others and a
commitment to contribute to the community
5. Student voice to ensure students take an active role in choosing, planning,
implementing, and evaluating the service-learning activities
6. Collaboration so all partners (students, parents, school and university faulty and
administrators, community-based organization staff, service recipients) benefit from
the service project and contribute to its planning
7. Evaluation to measure progress toward the learning and service goals.
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Theories supported Service-Learning
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Jacoby and Associated (1996) refer to SL as:
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Rationales for Service-Learning in Preservice Teacher Education
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Rationales for Service-Learning in Preservice Teacher Education
2. Achievement of teacher education standards
Participation in SL experiences can help teacher candidates meet a variety
of state and national standards.
For example, SL activities can be closely connected to the following INTASC standards.
a. The teacher plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals.
b. The teachers fosters relationship with school colleagues, parents, and agencies in the
larger community to support students’ learning and well-being.
c. The teacher understands the central concepts, tools of inquire, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these
aspects of subject matter meaningful for students.
d. The teacher understands and uses a variety of instructional strategies to encourage
students’ development of critical thinking, problem solving, and performance skills.
e. The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learner.
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Rationales for Service-Learning in Preservice Teacher Education
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Rationales for Service-Learning in Preservice Teacher Education
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The Principles and How to use Them
Principle 1. Preservice teachers should prepare to use SL as a pedagogy by participating
in SL experiences as well as in-class study of principles of good SL practice.
✓ Failure of SL ➔ “do as I say, not as I do” approach; The message in the hidden
curriculum of teacher education may effectively contradict the explicit curriculum.
✓ dual responsibility: need to employ SL effectively as university faculty members as
well as prepare preservice teachers to successfully integrate SL in to the P-12
curriculum.
✓ teacher educator should participate
- in workshop and other preparation experience that focus SL application
- in advanced, in-depth SL activities designed to prepare them to provide mentoring
and technical assistance to teacher educators new to SL
- engage in SL research and program evaluation with their students and community
partners. YUOE (14.9.2023) 47
The Principles and How to use Them
Principle 3. Teacher education courses that include SL should be grounded in
theories and practices of teaching and learning that are congruent with SL.
- Teacher educators who use in-class approaches to teaching and learning that actively involve
preservice teachers in the construction of their own knowledge provide these students with an
environment that is more conducive to successful SL than those who rely primarily on the
dissemination of information in their approach to instruction.
- Teacher educators who act as facilitators of preservice teachers’ learning are able to help reduce
the distinction between students assuming the role of passive-follower in the classroom and
active-leader in the community.
- Teacher educators should also model for their students how to learn from service experiences
and how to combine this form of experiential learning with academic learning.
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The Principles and How to use Them
Principle 4. The design, implementation, and evaluation of SL projects should reflect
all stakeholders’ needs and interests, including those of preservice teachers,
students, and other community members.
- regular ongoing communication regarding community needs and assets; development and
implementation of SL plan that includes reflection and evaluation.
- SL partner to develop clear roles and responsibilities, especially as they pertain to the
supervision and evaluation of preservice teachers and P-12 students.
- creation of shared outcomes. As collaborative partnerships deepen over time, all parties
should be involved in connecting SL opportunities to teacher education and P-12 SL goals.
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The Principles and How to use Them
Principle 6. Preservice teachers should participate in multiple and varied SL
experiences that involve working with diverse community members.
• should occur in more than one course
• should involve work with both P-12 schools and other community organization.
- understand the benefits and limitations of different types of SL (direct, indirect, and advocacy), short-
term vs ongoing SL, and service with different populations and community organizations
(intergenerational, animals, poverty, environmental, or SL on the school ground, etc.)
• should participate in a variety of SL experiences
- understanding of the variety of possible goals of SL involvement, the numerous possible connections
to the academic curriculum, and the different ways in which reflection, assessment, and preparation
can be done.
- share their experience and critically analyze the strengths and limitation of each projects.
• should include a focus on deeper individual, social, political, cultural, and economic issues
• serving diverse community groups (racial, cultural, gender, and age differences; social and economic
levels, physical and metal abilities, and other factors)
• should recognize and encourage diverse interpretation of principles of good practices for SL and the
variety of assumptions and rationales that preservice teachers and others may bring to their use of SL
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The Principles and How to use Them
Principle 7. Preservice teachers should participate in a variety of frequent and structured
reflection activities and prepare to facilitate reflection with their future students.
- the framework in which students process and synthesize information and ideas they have gained through
their entire SL experience and in the classroom.
- key to helping students integrate service experiences with core learning goals.
- not only examine what happened in their service project and how they feel about it but also analyze and
make sense of their service experiences.
- critical examination of deeper issues of citizenship, public policy, and the relationship between individual
learning and development and service addressing community needs.
- Reflection activities should support preplanned SL curricular objectives and be open to including
unanticipated service and learning outcomes.
- should be closely linked to the institutions’ primary rationale for involvement in SL and the service and
learning goals for a particular course.
- All parties participating in SL can and should engage in reflection together.
- should occur before, during, and after SL.
- should involve multiple methods (visual, oral, written, and artistic); conducted in large groups, small
groups, and individual settings. YUOE (14.9.2023) 52
The Principles and How to use Them
Principle 8. Preservice teachers should learn how to use formative and summative
assessment to enhance student learning and measure SL outcomes.
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The Principles and How to use Them
Principle 9. Preservice teachers should align SL outcomes with program goals and
state and national standards for teacher certification and program accreditation.
- SL can be used to reinforce and support standards; however, standards should not be used to
arbitrarily limit the types of SL preformed.
- Teacher educators should use their professional judgment when deciding to approve student-
or community-initiated SL projects that at first glance do not clearly align with program goals
or standards.
- other factors to be considered (students’ interest, community needs, the university’s mission,
and personal education philosophies.
- teacher educators assist students in designing SL activities that achieve standards while
remaining open to unplanned educational experiences they can use to expand preservice
teachers’ learning beyond what is mandated.
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The Principles and How to use Them
Principle 10. The teacher education program, institution, and the community should
support SL by providing the resources and structural elements necessary for continued
success.
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The Principles and How to use Them
Principle 10. The teacher education program, institution, and the community should support
SL by providing the resources and structural elements necessary for continued success.
6. SL should be funded through regular teacher education and institutional budgets and not
depend on outside sources for regular operations.
7. An institution-wide or college, school, or department of education-specific SL
coordinators should work with faculty to arrange SL placements, establish and maintain
collaborative partnerships, engage in supervision and coordination, and provide
professional development, training, and technical assistance to faculty, schools, and
other community members.
8. Budgets should provide sufficient funds for the transportation, supplies, and instructional
materials needed for effective SL.
9. The teacher education course schedule should provide preservice teachers and faculty
with sufficient time to engage in SL.
10. The teacher education program and/or the institution should have a comprehensive risk
management plan that includes preparation regarding safety issues and liability
insurance that fully covers preservice teachers
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Student Teaching and Service-Learning
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