Impacts of a Service-Learning Seminar and Practicum on Preservice Teachers' Understanding of Pedagogy, Community, and Themselves

In this chapter, the authors add to the existing knowledge base of effective practices in teacher education by addressing the central question: "What are the outcomes of a service-learning seminar and middle-school service-learning practicum experience for preservice teachers?" This study is designed to augment existing research through an analytic induction analysis of the reflective writings of preservice teachers. The authors found that preservice teachers who concurrently participated in a seminar on service-learning pedagogy and a middle-school service-learning project gained increased understanding of students, service-learning and general pedagogy, the community, and themselves. [authors]