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Service-Learning as Service to Teacher Candidates: A Pilot Study at a Midwestern University

Service-Learning as Service to Teacher Candidates: A Pilot Study at a Midwestern University

Antonina Lukenchuk
Copyright: © 2018 |Pages: 21
ISBN13: 9781522540410|ISBN10: 1522540415|EISBN13: 9781522540427
DOI: 10.4018/978-1-5225-4041-0.ch019
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MLA

Lukenchuk, Antonina. "Service-Learning as Service to Teacher Candidates: A Pilot Study at a Midwestern University." Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, IGI Global, 2018, pp. 356-376. https://doi.org/10.4018/978-1-5225-4041-0.ch019

APA

Lukenchuk, A. (2018). Service-Learning as Service to Teacher Candidates: A Pilot Study at a Midwestern University. In T. Meidl & M. Sulentic Dowell (Eds.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 356-376). IGI Global. https://doi.org/10.4018/978-1-5225-4041-0.ch019

Chicago

Lukenchuk, Antonina. "Service-Learning as Service to Teacher Candidates: A Pilot Study at a Midwestern University." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, 356-376. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4041-0.ch019

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Abstract

Since its first initiative in 2004, service-learning has become a bona fide hallmark of National Louis University that is embedded in its mission and strategic goals. In 2015, the university was recognized by the Carnegie Community Engagement Classification as an engaged campus. Unique to the context of its institutional practices, service-learning has received its widest implementation in the college of education. Those who have been integrating service-learning components into coursework have come to appreciate its practical benefits for teacher candidates. The purpose of this chapter is to report on the findings of a pilot case study conducted with teacher candidates who chose service-learning projects as part of the requirement in educational foundations and research courses. The findings of this study support research and scholarship on the benefits of service-learning for teacher education.

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