Abstract
The study explored preservice teachers' experiences and perceptions of implementation of service-learning into the teacher preparation progrcun and its use as a teaching methodology in their own teaching. Through quantitative data generated from a survey instrument, the concept of a service-learning as a viable teaching method was well received. After an initial introduction to the concept of service-learning methhodology, a moderate percentage of preservice teachers stated they would likely use it in their own teaching. Data suggests no systematic relationship between certainty of teaching as a career choice and perceptions of service-learning. However, the data does suggest significant differences in the types of service-learning projects implemented and the grade the preservice teacher was expected to teach.
DOI
10.15760/nwjte.2002.2.1.3
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/25574
Recommended Citation
Flottemesch, Kim; Heide, Tuula; and Pedras, Melvin
(2002)
"Preservice Teachers' Perceptions of Service-Learning,"
Northwest Journal of Teacher Education: Vol. 2
:
Iss.
1
, Article 3.
DOI: https://doi.org/10.15760/nwjte.2002.2.1.3
