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Service-learning synergy in teacher education.

Article Excerpt
Abstract

Service-learning provided synergy at one regional, state university through redesign of teacher preparation programs supported by a Board of Regents grant. In an introductory teacher education course, the Jumpstart university-affiliate program offered a year-long learning opportunity in community-based preschool settings that provided the context for the service-learning. Multiple impacts are reported for the teacher candidates, academic program and university.

Introduction

Service-learning is identified as a teaching methodology that involves active participation by preservice students in meaningful, community-based service experiences that are related to students' academic learning goals (Erickson & Anderson, 1997; Kahne & Westheimer, 1996). Swick and his colleagues (1998) delineated areas of service-learning that may be a focus in teacher education programs. These include (1) exploration of career activities, (2) introduction to educational contexts and issues, (3) acquisition and practice of instructional strategies, and (4) use of service-learning in diverse settings. In addition, Callahan, Diez, & Ryan (2001) noted that service-learning has been recognized to advance the standards for teacher education programs. By the very nature of service-learning, academic programs and community programs are synthesized and create synergy (Furco, 1996). Scarlett, Cox & Matsudaira (2002) discussed the synergy that comes from close-knit partnerships that advance academic service-learning by supporting undergraduate student development over time. Jacoby (1993) identified the need in higher education to raise awareness about existing partnerships that are contributing to positive outcomes for young children and teacher education candidates.

This paper provides an overview of the context for service-learning that spans an academic year placement associated with an introductory-level teacher education course. It also reports in part the findings of research supported by a Board of Regents grant, Service-Learning: An Enhancement to Teacher Education noting multiple impacts associated with service-learning at one university.

Context for Service-Learning

Important to student academic learning is the context through which community service is provided. Direct service to preschool children and support to their families are provided at three community-based preschool sites, including two local Head Start centers and one professional development preschool site through Jumpstart, an early literacy program that is federally funded through AmeriCorps as a community service program. This year-long university-affiliate program involves extensive, early childhood training and team building prior to university students working with children. They learn effective ways to engage children in oral language and literacy learning and implement developmentally appropriate practices. Training sessions, both prior to working with young children and during program implementation, offer a total of approximately 60 clock hours.

Each university student works one-on-one with his partner child, a preschool four or five year-old, for two hours twice a week during the academic year. This placement yields over 180 hours of direct interaction with preschool children. Each two-hour...

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