Service Learning in Teacher Education -- Conducting Research

IV. Conducting Research on Service-Learning in Teacher Education

Formulating Research Questions | The Reflective Interview | Conclusion | References

Because service-learning activities are embedded in classes, are inherently complex, and occur in the "real world," the variety of outcomes are difficult to predict or control. For example, service learning projects may expose learners to multiple experiential characteristics, both those associated with the project itself (e.g., students may be exposed to new people) and those that are a function of the uniqueness of the learning experience (e.g., learning takes place outside of the classroom). In addition, characteristics of students may be difficult to control for. Students with particular dispositions, skills, or needs may elect to enroll in service-learning courses or projects.
Nevertheless, it is vital for faculty who undertake service learning projects to be able to evaluate their effects. Through research, faculty can determine whether service-learning projects achieve results beyond those associated with other methods of teacher preparation. Research can also provide information about the effects of aspects of the service-learning experience on student outcomes, the faculty, the institution, and the community. Finally, investigations of service learning can contribute to the knowledge base for the larger field of service-learning. In order to do this, however, the first step in designing a research project is to formulate the research question(s).

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Formulating Research Questions

There are several research questions which are of potential interest to teacher educators. For example:

With regard to participants:

What is the impact of service-learning on the development of preservice teachers' professional values, such as their ethic of care, or "public ethics" (Strike, 1996)?
What is the impact of service-learning on preservice teachers' understanding of diversity and skill in working with diverse students?
Can participation in service-learning increase preservice teachers' skills in working with parents and community?

With regard to the characteristics of the service-learning experience:

Do characteristics of preservice teachers (such as commitment to teaching or efficacy) impact service-learning experiences?
What is the influence of program variables such as duration, intensity, and type of service on aspects of preservice teachers' development?

With regard to the teacher preparation program:

How effective is service-learning in meeting goals outlined in the conceptual framework?
How and when in the program can the pedagogy of service-learning be modeled, taught, and practiced by students?

With regard to the community:

Can service-learning in a teacher education program contribute to more effective civic education in surrounding schools?
Can service-learning in teacher education facilitate the development of better school-community relations?
Do community members who work with preservice teachers on service projects revise their attitudes about the roles of teachers?

With regard to the knowledge base of teacher education:

How do the effects of service-learning differ from those of traditional field placement experiences?
What impact does service-learning have on education reform?

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The Reflective Interview

One activity which is helpful in generating research questions is the reflective interview. The purpose of the reflective interview is to provide teachers with an attentive audience and the time needed to identify teaching concerns which might be the target of research.

Activity

Choose a partner to interview.
Have each person describe a service-learning project which he or she has developed or is considering developing. Have each person identify a concern related to their students or teaching which the service-learning project could address. The concern should meet the following criteria:
- It should involve teaching and learning.
- It should be something the teacher has the ability to influence.
- It should be an issue the teacher is deeply concerned about.
  (For example, a teacher educator may want students to develop an ethic of care, or a better understanding of constructivist teaching methods.)
What concern did you and your partner identify?
Translate your statements of concern into researchable questions that are in the form of questions and refer to 'measureable variables'.

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Conclusion

Service-learning is a powerful methodology which positively influences K-12 students and preservice teachers alike. Research confirms the effects of service-learning on cognitive, social, civic and personal outcomes. This authentic learning strategy has the potential for building engagement in learning, and for promoting partnerships between students, schools, and commuities.
This handbook was intended to assist teacher educators with the process of adopting service-learning as a teaching method. Ideally, teacher educators will continue to expand their knowledge of the theory and practice in fostering a lifelong committment to service in future teachers and their students.

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References

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Crosman, Maria. (1989). The effects of required comunity service on the development of self-esteem, personal and social responsi-bility of high school students in a Friends school.. Unpublished docotoral dissertation, Lancaster Theological Seminary.

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