Chapter 2: Examining The Process of Civic Learning Through A Systematic Service-Learning Experience In Teacher Education

Results are presented from a mixed-method analysis of how service-learning infused into a teacher education course can play a significant role in helping preservice teachers identify their understanding of academic, personal, professional, and civic engagement skills. This is a 3-year study that used two types of analysis: qualitative and quantitative. Qualitative analysis was gathered over three iterations of a fall semester course (2010, 2011, and 2012) through content analysis of reflective writings during service-learning experiences. In addition, the researchers surveyed students through quantitative questionnaires over a 2-year period (2011 and 2012) and paired qualitative with quantitative results to further categorize and clarify the broader impacts of students’ learning. Results from this study highlight how an academic service-learning experience that is infused into a course of study can both inform and enhance pedagogy and theory in teacher education.