Service-Learning As A Pedagogical Innovation In Teacher Preparation

Service learning in teacher preparation programs is an innovative pedagogical approach with documented effectiveness for promoting awareness of social justice issues. Reflection lies at the crux of a well-designed service-learning project. This study attempts to further explore how service-learning experiences influence the reflective practices of preservice teachers in two teacher preparation programs in the Midwestern United States. Results indicate how guided reflection can benefit preservice teachers' reflection processes and practices. We conclude that setting and relationship can be two influential factors that impact the outcome of the project as well as reflective practice.