Critical elements influence the overall effectiveness of service-learning projects and their impact on student engagement, learning, and civic and social consciousness in the service-learning context or environment. Key among these are the level of reflection facilitated, and the alignment of learning goals with community goals (Berman, 2006 as cited in Levesque-Bristol, Knapp, & Fisher, 2010).
International Service-Learning Experience for Teacher Education
International community service-learning has become commonplace in teacher education programs in North America and across the world (Hamza, 2010; Riner, 2001; Kizilaslan, 2010; Walters, Garii, & Walters, 2009). A rationale for this was offered over sixty years ago by Keyworth (1952 as cited in Stachowiski, 2001) who posited that “because the teacher is the keystone of any educational enterprise, participation in the international programs will enable educators to develop skills, insights, and knowledge needed to be effective, world minded teachers” (p. 348). Currently, demographic changes and an increasingly diverse student population have made it imperative that teachers develop inclusive pedagogies and intercultural competence. In the context of the global geographic village, international service-learning opportunities can help students gain perspective and critique previously held assumptions. Given our desire to prepare more globally aware citizens, ICSL offers attractive potential (Kambutu & Nganga, 2008; Kizilislan, 2010).
Teachers need the skills and dispositions to understand the diverse cultural characteristics, abilities, and interests of their students (Mahan & Stachowiski, 2002). International service-learning can enhance teachers’ competence to integrate global cultural perspectives into their teaching (Kızılaslan, 2010). International service-learning is a growing element in teachers’ development which is a trend that should be encouraged (Barkhuizen & Feryok, 2006).
Benefits of International Service-Learning
Research indicates that international service-learning can bring significant benefits to students in higher education (Garcia & Longo, 2013; McClintic, 2015; Rubin & Mathews, 2013). Impacts that are transformational and life-changing have also been highlighted (Crowder, 2014; Dharamsi, Richards, Louie, Murray, Berland, Whitfield & Scott, 2010; Hartman & Kiely, 2014; Hullender, Hinck, Wood-Nartker, Burton & Bowlby, 2015; Miller, Dunlap, & Gonzalez, 2007; Prout, Lin, Nattabi & Green, 2014). It has been argued that international service-learning enhances teachers’ flexibility, patience, and ability to work in multicultural contexts (Pence & Macgillivray, 2008; Kiely, Kiely, & Hartman, 2005; Dickey, 2007; Crowder, 2014).
International service-learning requires pre-service teachers to step outside their comfort zone and to reflect on their reactions to their experiences (Beckford and Lekule, 2018). Pence & Macgillivray (2008) posit that such experiences help pre-service teachers become more flexible and reflective practitioners. Furthermore, it enhances their ability to function in an international and intercultural context (Hamza, 2010, p. 52).
International service-learning experience can enhance pre-service teachers’ knowledge of global issues, improve their appreciation of cultural differences and social responsibility (Hamza, 2010; Mahan & Stachowski, 2002; Wilson, 1993; Pharr, 2007; Kambutu & Nganga, 2008). Teachers can be better prepared to teach effectively in culturally diverse contexts (Kambutu & Nganga, 2008). Also, international service-learning revolutionizes both cognitive and cultural mentality of teacher candidates (Kambutu & Nganga, 2008).
The benefits of international service-learning are, therefore, well documented. However, are these benefits automatic? Does every ICSL initiative deliver these benefits? If the answer to these questions is no, then what are the characteristics that distinguish effective programs? What are the ingredients for an impactful ICSL experience? In the next section, we discuss some perspectives from the existing literature.