Crossing Boundaries in Service-Learning Professional Development: Preservice and Inservice Teachers Learning Together

This chapter summarizes survey research conducted over a 3-year period, with both teacher candidates and their inservice cooperating teachers who participated in a series of 3 professional development workshops to plan and implement high-quality service-learning. Each series of workshops were offered over the span of an entire school year. The research was designed to understand motivations to attend such professional development opportunities with a teaching partner and motivations to implement service-learning in classrooms. The highest motivators for attendance and implementation were the participants' interests in service-learning, no charge for the workshop, attendance with a teaching partner, receipt of free classroom materials, reimbursement for substitutes, attendance during the school day, and observations of academic and personal gains of their students.