Teacher Research in Service-Learning

The purpose of this chapter is to suggest an increased role for teacher research on service-learning. Teacher research can provide insight into the situational variables that mediate service-learning, as well as into the lived experiences of participants. Encouraging teachers to contribute to the dialogue on service-learning is consistent with the democratic and emancipatory purposes of this approach. Conducting teacher research can enhance teachers' autonomy in analyzing and solving the problems of designing, implementing, and improving service-learning in their classrooms. Finally, investigations by practitioners may be more accessible to teachers, increasing the likelihood that they will apply the results of service-learning research to their own practice. [author]