Start: A Framework for Service Learning Implementation for Preservice Teachers

Abstract

This paper presents a framework for planning effective service learning projects for university coursework. The intent, based on previous research findings, was to create a format for implementation of projects that are connected to course objectives and include student driven projects that are teacher guided and authentic in nature. The power of reflection, often missing from service learning initiatives, is a centerpiece of the framework. Additionally, the importance of helping students visualize how theory can be integrated into practice with planning and preparation is also featured. Questions for guiding the projects are provided to help support preservice teachers’ self-efficacy and teaching repertoire.