Enhancing preservice teachers field experiences through the addition of a service-learning component

Field experiences have always been an important component in teacher education programs. Researchers have long studied field experiences and their impact on pre-service teachers. However, in the past ten years service-learning has also become a more vital link in the preparation of teachers. This paper describes an early field expe rience combined with a service-learning component and the corresponding assessment of the project. Goals of the collaboratively developed project included a multi-directional impact to individuals involved, increased student motivation, and increased student participation. Several sources of data were used including: open ended teacher questions, teacher and student surveys, undergraduate reflection papers, and perceived undergraduate goals and challenges. Qualitative analysis methods were implemented to provide an interpretation of the data. Results indi cated that this project did have a multi-directional impact on teachers, pre-service teachers and students. Additionally, the project impacted student motivation and classroom participation through the use of non-tradi tional activities. ί t f ι the field experience component has always I been a vital part of teacher education pro-J _ grams " (Paese, 1989, p. 18). With a national emphasis on educational reform both the Holmes Group (1986) and The Carnegie Task Force (1986) agree that field experiences should be an integral part of teacher education programs. Because field experiences function as a critical link between formal teacher training and apprenticeships, researchers should study what hap pens to students in the field (Dodds, 1989). Field experience studies have reported on the socialization of preservice teachers (Dodds, 1989), the negative role of field experiences in teacher preparation Dr. Kathryn LaMaster is an associate professor in th