Chapter 5: Examining Self as Teacher Through Service-Learning

Teacher education is no stranger to handson, real-world experience. Indeed, most teacher education programs rely on practicum components— either early field experiences or student teaching—to help inform and develop the next generation of educators. Furco (2003), however, distinguishes field experiences and internships from service-learning by suggesting that service-learning balances both “service” and “learning.” Whereas traditional teacher education field experiences tend to lean more toward the “learning” side of the spectrum, service-learning also focuses on providing services to an agency.

This chapter outlines one introductory education course—Examining Self as Teacher—and its implementation of service-learning in order to enhance students’ educational experiences, while also meeting authentic needs in local schools.