Abstract:

The paper aims at exploring the integration of service learning methodology into pre-service teacher education in Greece, through a case study of a pioneering project titled "Solidarity Tamam." Orchestrated by 8 students from the Greek Philology Department of the National and Kapodistrian University of Athens, as part of their coursework in teaching Greek as a Second Language, this initiative was realized in collaboration with a non-governmental organization during the winter semester 2022-2023. The project—whose name "Tamam" stands for the Greek initials for “Mothers’ Language Classes” signifies "exactly" or "to the point" in Greek—sought to address the educational and integration challenges faced by low-literate refugee mothers.

Within this framework, pre-service teachers were engaged in a service learning project where their academic studies intersected with community service, enabling them to apply theoretical knowledge to practical teaching scenarios. This initiative not only aimed to provide the refugee mothers with essential language skills for their integration into Greek society but also served as a pedagogical ground for pre-service teachers to develop and refine their teaching competencies, particularly in the context of Greek as a second language.

The paper focuses on the evaluation of this intervention highlighting the advancements in the linguistic proficiency and societal integration of the refugee mothers, alongside significant pedagogical growth observed among the pre-service teachers. The evaluation was based on data from teachers’ weekly reflective journal entries where they realize how their roles as transmitters of the target language in the beginning are gradually replaced with a more rigorous understanding of the reality within which a critical pedagogue liberates the hidden forces of people in need.

Furthermore, the discussion extends to the broader implications of incorporating service learning into teacher education, arguing that such initiatives can profoundly impact the preparedness of future educators to address diverse educational needs and contribute positively to societal challenges. The " Solidarity Tamam" project not only exemplifies a successful model of integrating service learning into pre-service teacher education but also highlights the pivotal role of academic institutions in fostering social responsibility and intercultural understanding among future educators.

In conclusion, this paper advocates for the expansion of service learning initiatives within teacher education programs, suggesting that projects like "Solidarity Tamam" can significantly enhance the educational landscape by promoting inclusivity, social justice, civic engagement and a deeper connection between academic learning and societal needs.

Keywords:

Service learning, teacher education, pre-service teachers, teaching Greek as L2, low-literate refugee mothers.