An Analysis of Service-Learning Projects by Preservice Teachers at a Higher Education Institution in South Africa

Abstract

Service-learning (SL) as an extension of an academic course, in addition to providing tangible and meaningful service to the community, also connects to a course’s curriculum and allows students to reflect. Therefore, the researchers considered it essential to analyse the nature of service-learning projects conducted by pre-service teachers. Using the experiential learning theory of David Kolb, this study examined pre-service teachers’ experiences with SL projects in various KwaZulu-Natal communities in South Africa. Using a case study qualitative research design and collecting data through written reflective journals, project reports, and course outlines, the research sought to prove that by presenting students with real-world situations and structuring a curriculum around social and civic issues, SL contexts provide students with a challenging situation comparable to what Dewey termed forked-road dilemmas. The study’s findings imply that the relationship factors between higher education institutions and communities should be analysed in depth and will likely influence the planning of service-learning programs. The study recommends that future research be expanded to include SL as it is practised in other South African institutions, as well as other factors, such as students’ expectations and frustrations, that could play a significant role in the implementation of the SL program. Keywords: Service-learning, Service-learning Projects, Pre-service Teachers, Tertiary Institutions, and Experiential Learning Theory.