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.



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