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Service learning and the induction of teachers.

Article Excerpt
Abstract

The first years of practicing a profession have a significant impact on the development of competence and professional identity. Teacher educators are aware of the importance of acculturation and recognition to beginning teachers. Engaging in service learning in their schools is an effective way for teachers to become full members of their new communities while developing their collaboration skills. This article describes the service-learning component of a graduate course for special education teachers that is designed to establish reflection and collaboration as career-long professional practices.

Background

Engaging in service learning during a clinical experience is increasingly becoming a part of professional education. The National Service Learning Clearinghouse has links to numerous examples of service learning that have been incorporated into professional education for doctors, nurses, public health professionals, lawyers, social workers, architects, and many others. The goals and activities of the service-learning experiences may differ by area, but the over-riding purpose is usually to introduce new professionals to their chosen field via work that has significance and worth for both the recipients and the practitioners.

In recent years, the preparation of teachers has been extended beyond traditional courses and student teaching experiences to include structured support and an introduction to advanced skills and knowledge during the first few years of teaching (Boyer & Gillespie, 2000). Teacher educators and administrators have realized that a structured induction period can greatly increase new teachers' confidence, sense of efficacy, and likelihood of remaining in the profession (Ingersoll & Smith, 2004). One aspect of support that teachers at the beginning of their careers often value is the security of being in a community. Providing service to one's new school community is a natural way to learn about its members, become acculturated, and be accepted as a member oneself:

There is now a sufficient history of using service learning in preservice teacher education programs to have produced positive and consistent outcomes (Root, Callahan, & Sepanski, 2002; Wade, 1997). Shumer (1997) and others have promoted the preparation of teachers for service-learning, noting "focus on using the real-world, contextual nature of service experiences allows for emphasis on reflective practice, enhancing the overall development of the newer teacher (p. 5)." In addition to helping them become reflective practitioners, service-learning experiences can provide teacher candidates with knowledge of cultures and communities that differ from their own backgrounds, and skills in collaborating and communicating with other professionals and community members (AACTE, Winter 2002; Vickers, Harris & McCarthy, 2004). Such important teaching dispositions as caring, commitment to democratic values, and sensitivity to differences in students are effectively developed through service-learning (AACTE, Spring/Summer 2002). Service learning as part of teacher preparation has also been shown to increase teacher candidates' commitment to teaching as well as their interest in using this pedagogical approach in...

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