Integrating Service-Learning Pedagogy for Preservice Elementary Teachers’ Science Identity Development

Abstract

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their servicelearning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), [419][420][421][422][423][424][425][426][427][428][429][430] 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the servicelearning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum.

Service Learning Within a Secondary Math and Science Teacher Education Program: Preservice MAT Teachers’ Perspectives

“…The service learning components of the program were largely viewed positively, and specific characteristics were cited as making the events more or less useful for preservice teacher development. Some of these useful characteristics of service learning events have been cited in previous literature about service learning teaching events in teacher education, and these include: (a) the targeted age level of teaching events (Wilson et al, ); (b) opportunities to gain experience in diverse contexts (Cone, ); (c) opportunities to recognize the value of diversity among students (Cone, ); (d) opportunities to excite students about learning (Harlow, ; Wilson et al, ); (e) the inclusion of hands‐on activities (Wilson et al, ); (f) opportunities to employ particular pedagogies (Meaney, Griffin, & Bohler, ; Swick & Rowls, ); and (g) interactions with parents and community (Coffee, ; McCollough & Ramirez, ).…”

“…General Teacher Development • Enjoyment and increased excitement about teaching (Cox‐Peterson et al, ; Harlow, ; Lavery, Cain, & Hampton, ; Wilson et al, ) • Improved ideas about student‐centered teaching and learning (Cartwright, ; Harlow, ; Kelley, Hart, & King, ; Lake, Winterbottom, Ethridge, and Kelly, ; Lawrence & Butler, ; McDonald, ; Wallace, ; Wasserman, ; Wilson et al, ) • Implementation of instructional strategies from coursework and collaboration with experienced mentors in field (Calabrese‐Barton, ; Chien, ; Coffee, ; Galvan & Parker, ; Hildebrand & Schultz, 2015; Lake et al, ; Lavery et al, ; Meaney et al, ; Swick & Rowls, ) • Improved confidence and self‐efficacy (Bernadowski, Perry, & Del Greco, ; Cartwright, ; Cone, ; Cox‐Peterson et al, ; Harlow, ; McCollough & Ramirez, ; Meaney, Houseman, Cavazos, & Wilcox, ; Spencer, Cox‐Peterson, & Crawford, ; Wasserman, ) …”

“…Preservice teachers benefit from service learning participation where they design and implement their own lessons (Cone, ) or co‐plan and co‐teach lessons with experienced teachers (Cox‐Peterson et al, ). Preservice teachers also show positive pedagogical gains when service learning contexts allow them to work with students in their targeted age groups (Wilson, Bradbury, & McGlasson, ). For accomplishing multicultural education goals, service learning contexts should provide opportunities for preservice teachers to work with diverse students including ELL (Chang, Anagnostopoulos, & Omae, ; Cone, ), preferably one‐on‐one (Seban, ).…”

Trainee teachers’ experience of primary science teaching, and the perceived impact on their developing professional identity

“…Some researchers (for example, Evans, 1998;Day and Kington, 2008) define the construction of professional identity as rooted in the specific situations in which teachers find themselves working. It is by the process of teachers allowing trainees access to teaching experiences and activities that trainees may gain in confidence (Pellett et al 1999;Wilson, Bradbury and McGlasson, 2015). Beyond the very situations in which trainees find themselves placed, it is the act of teaching that shapes individuals (Nias, 1989).…”

Exploring the Value of Service Learning: Students’ assessments of Personal, Procedural and Content Learning

“…It combines curricular learning with community service, applying the contents of academic disciplines to practice (Bringle and Hatcher, 1995;Eyler and Giles, 1999;Myers-Lipton,1996). S-L seeks to generate curricular learning that is sensitive to the social reality (Lalueza, Sànchez-Busqués and Padrós, 2016;Wilson, Bradbury and McGlasson 2015;Puig et al, 2011) and gives rise to responsible professionals, committed to their jobs, their fellow citizens and social change (Aramburuzabala, 2015;Winterbottom, Lake, Ethridge, Kelly and Stubblefi eld, 2015). So, S-L is a conglomerate of educational practices in which community work and formal education converge with the goals of enhancing the potential of the curriculum while also working with the community and committing to social change (Blázquez Muñoz and Martínez-Lozano, 2012;Power and Bennet, 2015;Padrós, Sánchez-Busqués, Lalueza, Crespo and Lamas, 2014).…”