Abstract:

This qualitative study investigated the impact of using a service-learning project as a pedagogical tool to promote citizenship and student learning in a university-based teacher preparation program, specifically in an introduction to special populations course. The findings indicated positive outcomes for students, the community organization, the university, and added to the literature validating service-learning as a pedagogical tool.
Service-learning is gaining increased attention as a pedagogical strategy to promote critical thinking and understanding of the culture of special populations (Mayhew & Welch, 2001). However, little research has addressed the implementation of service-learning in special education settings for teacher preparation programs (Kuh, 2008).

Using an ethnographic design, the authors explored the effects of implementing a high-impact service-learning project in an introductory education course to special populations and the role it played in shaping future general education teachers’ attitudes towards special populations, literacy development, and building inclusive teaching practices (Carrington & Saggers, 2008).

The study focused on the following research questions:
1. How did the literacy project influence students’ attitudes and perspectives towards the culture of special populations?
2. What impact did service-learning have on the pre-service teachers’ knowledge and understanding of individuals within special populations?
3. What did the literacy project reveal to the pre-service teachers about the literacy development of the incarcerated youth?

Using an emergent coding method (Merriam, 1998), the authors sought to establish a triangulation of the findings across multiple transcripts. Results indicated students’ attitudes, perspectives, and knowledge of special populations and literacy development broadened as a result of the project. All participants considered the endeavor worthwhile.

The focus of this presentation is on the implementation of the literacy project and the reflections of 21 pre-service teachers who volunteered to participate in the project with incarcerated youth in a juvenile detention center. The literacy project, funded with community engagement grant funds from a Texas State Representative, allowed for the professional publication of five illustrated books containing the incarcerated youths’ poems, personal narratives, short stories, and artwork. The presentation illuminates components of service-learning that impacted student outcomes and offers attendees the opportunity, through an interactive forum, to hear the first-hand experiences of the professors and pre-service teachers who participated in the project at the juvenile detention center. Implications for future research and practice will be discussed.

Keywords:

Service Learning, High Impact, Action Pedagogy, Teacher Preparation.