Pre-service Teachers' Perceptions of Teaching After Concurrent Service-learning Training and Engagement

Abstract

This article presents the findings from a study on the impact of concurrent servicelearning pedagogical training and service-learning engagement on pre-service teachers' perceptions of teaching and inclination toward using service-learning. Findings reveal that experiential activities in which pre-service teachers can engage in real classrooms in real capacities can open their eyes to realities of teaching, bolster their confidence, inform them about good/bad practices, and remind them that students are key to a conducive learning environment. Findings were not attributed explicitly to prospective teachers' participation in service-learning, however.