Learning with the community:

concepts and models for service-

learning in teacher education.
Erickson, J.A. & Anderson, J.B. (1997)
 • Service Learning is…
• A pedagogical technique
...for combining authentic community service
…with academic outcomes.

Students learn and grow while also…

helping to meet real community needs.
• Service Learning is • Preparation is necessary
experiential - preparation otherwise it could
unnecessary! become community
service.
• Preparation in Service • Students grow as person
Learning is not productive even if the system isn’t
because of other issues. perfect.

• There is no room in • Use SL to teach current

teacher education content/ spend less time
programmes. on other content.

Learners need to:
•Be prepared for employment.
•Develop critical thinking skills.
•Engage in active citizenship.
•Mobilize personal perceptions
and skills
Need to reform teacher education:
•Increase university & college
contribution.
•Produce graduates skilled in liberal
arts & specific disciplines.
•Connect learning with world of work.
•Develop more effective systems of
•Education.
•Better prepare graduates for active
citizenship

Educators need to:

•Create a trusting, respectful climate with students.
•Assist students in creating and carrying out plans.
•Help students solve problems collaboratively and make effective decisions.
•Facilitate group discussions.
•Identify and draw upon community resources.
•Implement reflective thinking process with students.
•Define and describe learner outcomes and ways to assess and demonstrate
desired competencies.
Assist learners in accessing, analyzing and synthesizing information.
 Sounds like hard work…
What is in it for those involved ?
BENEFITS:
SL…
Outbonus: WHERE YOU
The community’s
unique needs ALWAYS GET
are addressed!!! SOMETHING
OUT!

COGNITIVE DEVELOPMENT
• Higher order thinking skills CIVIC
&
PERSONAL DEVELOPMENT
& SOCIAL
•Cultural meaningful
ACADEMIC ENGAMENT &
relationships with adults.
•Motivated to engage MORAL
DEVELOPMENT
 READY…STEADY…
WAIT!!!
Issues Alert!
1. The difference between
community service and service
learning.
2. Defining service learning.
3. Professional development.
4. Training and modelling.
5. Theory or practice?
6. Preparing community
members.
7. Finding enough people.
8. Breaking with the past.
General Strategies:
1. Honour and respect what
teachers do and know.
2. Walk your talk.
3. Provide quality time for talking
about challenges.
4. Establish and nourish a
learning environment where
people feel comfortable to
share.
5. Give opportunities for feedback
6. Workshops to plan.
 READY…STEADY…
NO! WAIT AGAIN! Never fear
when
strategies
Key Challenges: Specific strategies. are
1. Workshops: near
- acknowledge teacher realities.
- determine their knowledge about
service learning.
- provide a variety of ways to learn.
1. Enticing Interest. - let the teachers experience service
learning.
- set knowledge goals.
2. Help crafting projects fitting into 2. Quadrant.
curriculum.
3. Actually implementing projects. 3. Start small / Break down in doable
steps / peer coaches / networking.
4. Facilitating effective reflection 4. Reflect before, during,
strategies. after / different reflection
strategies.
5. Building collegial support. 5. Experience benefits / plan
to expand / observe
 Administrative Perspective
Recent Teacher Education Graduate’s •Wears many hats
view of service-learning: •Incorporating service-learning into
•Journal reflections •Revitalize learning
•Treat clients as equals •Problem solving skills
•Collaboration

Diverse perspectives of Service of

Service-Learning and Teacher Education

Collaboration with the community Recipient’s perspective

Collaboration is essential
Integrated service learning
Recruiting participants
Use service of agencies
•Hands on learning
•Give opportunity for others to learn
•See a client/child as an individual
•Better understanding between
•pre-service teachers and the family
 Evaluation
Diversity:
•Aspects of SL
Main focus:
•Ways of:
Pre-service NOT ALL
Planning
teachers TERMS =
Implementing EXPLAINED
participating

AMERICAN AMERICAN
MARKET RESEARCH

Structure: ONLY
Practical: FOCUS
•Well developed •Narrative ON
main themes •Practical side BENEFITS
•Logically of SL
arranged.
•Academic writing
 Recommendations:
• Students
• Teachers
• Lecturers
• Research guidelines
• Relevant to
educational
psychology
• More effective with:
SA-relevant and
newer material.