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Practicing What We Teach, Practitioner Reflections: Understanding the Impact of Service-Learning on Those Who Teach It

Practicing What We Teach, Practitioner Reflections: Understanding the Impact of Service-Learning on Those Who Teach It

Cara Marie DiEnno, Sarah Plummer Taylor
Copyright: © 2019 |Pages: 27
ISBN13: 9781522576693|ISBN10: 152257669X|EISBN13: 9781522576709
DOI: 10.4018/978-1-5225-7669-3.ch041
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MLA

DiEnno, Cara Marie, and Sarah Plummer Taylor. "Practicing What We Teach, Practitioner Reflections: Understanding the Impact of Service-Learning on Those Who Teach It." Civic Engagement and Politics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 824-850. https://doi.org/10.4018/978-1-5225-7669-3.ch041

APA

DiEnno, C. M. & Taylor, S. P. (2019). Practicing What We Teach, Practitioner Reflections: Understanding the Impact of Service-Learning on Those Who Teach It. In I. Management Association (Ed.), Civic Engagement and Politics: Concepts, Methodologies, Tools, and Applications (pp. 824-850). IGI Global. https://doi.org/10.4018/978-1-5225-7669-3.ch041

Chicago

DiEnno, Cara Marie, and Sarah Plummer Taylor. "Practicing What We Teach, Practitioner Reflections: Understanding the Impact of Service-Learning on Those Who Teach It." In Civic Engagement and Politics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 824-850. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7669-3.ch041

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Abstract

While the impact of service-learning on students and to some extent on communities is well documented, little research addresses the direct impact on instructors. To fulfill the historic civic mission of education and contribute to civic health, a holistic understanding of impacts on all stakeholders will be necessary. This chapter presents the findings of interviews conducted with diverse service-learning practitioner types (higher education faculty members, K-12 teachers, and nonprofit instructors), institutions and years of experience. The findings demonstrate three categories of benefits that accrue to practitioners: pedagogical, personal and relational. Additionally, indirect impacts also contribute to practitioners' satisfaction. Many of these impacts map nicely onto the existing literature that describes the motivations that lead practitioners to undertake service-learning. The link then between motivations and actual benefits received leads to several salient recommendations that can support instructors and administrators wishing to advance engaged work at their institutions.

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