Learning within Communities: An Investigation of Community Service-Learning in Teacher Education

Abstract

The focus of this qualitative research study was to investigate the integration of community service learning into teacher education. Participants were 46 early childhood and elementary preservice teachers enrolled in undergraduate language arts or curriculum courses in two southern state universities during one semester. Data collection included questionnaires, focus group responses, students' narratives and reflections, and other relevant materials. Questions guiding the inquiry were: (1) How can community service learning be incorporated into teacher education? (2) What implications can be derived from the data to strengthen the integration of community service learning into teacher education? Four categories emerged from the data analysis: (a) prior knowledge, experience, and expectations; (b) CSL site selection and services performed; (c) course, community, and personal connections; and (d) future plans. Recommendations are discussed for successful integration of community service learning into teacher education.