THE IMPACT OF CRITICAL SERVICE LEARNING PROJECTS ON PRESERVICE TEACHERS

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2021-04-29

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Abstract

The purpose of this qualitative study is to describe how preservice teachers are affected by involvement in culturally sustaining service-learning projects on a college campus. There is value for the at-risk student using preservice teachers for this study. Because there are constant societal changes based on differences in socio-economic and racial dynamics, as well as educational need, amongst student populations, a study that analyzes the opinions of those who are most likely to affect change is imperative. In other words, the problem in education is that students constantly must adapt to changes and preservice teachers need to be able to adapt as well. Future researchers will be able to use the research developed from this study to create solutions that assist in reducing a disconnect between teachers and the needs of the student. Three themes emerged from the data collected from the semi-structured individual interviews with the participants which were: environment, diversity, expectation. This study was designed to understand the essence of the participants’ experiences. As a result of this study, several implications for policies and practice arose. There is a need for preservice teachers to understand they have decided by their career choice that they are committing to a career that has a problem with retention.

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Keywords

Preservice teachers, At-risk students, Service learning projects, Qualitative

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