"Voices" of Preservice Teachers on the Meaning and Value of their Service-Learning, (The)

The perspectives of preservice teacher education students about their service-learning experiences are examined in the context of Serow's conceptual scheme of competence, participation, relationships, and understanding. A total of 240 undergraduates in education and 59 professional program interns participated in the study. Their responses to a service-learning survey suggest that service-learning positively influences them in relation to personal, professional, academic, and career functioning. The student "voice" on service-learning provides many insights on ways to strengthen service-learning in teacher education.