Abstract
M.Ed.
The aim of this study was to explore and gain a deeper understanding of
the experiences of teacher education students involved in a community
service-learning (CSL) project. This study comes at a time in which CSL
is increasingly being incorporated into the higher education context and
draws on the views of proponents of CSL who argue that it has the
potential to positively benefit the academic-intellectual, personal,
interpersonal and social development of those who participate in CSL
activities.
The research strategy for this study was grounded within the
interpretative research paradigm using qualitative research methods to
explore how teacher education students make sense of their realities,
situations and experiences while participating in a CSL project. This
qualitative study employed in-depth interviews, participant observation
and photographs as data collection methods. The data was analysed
using the constant comparative method of data analysis to search for
recurring themes and patterns.
From the findings, it was clear that the participants had overwhelmingly
positive experiences of the CSL project. They reported that relationships
were forged and strengthened, that their perceptions about themselves
and others changed, that CSL offered another dimension to teaching and
that their service encounter awoke a desire to continue service after the
CSL project was complete. Students cited some limiting factors that they
felt prevented them from optimally benefiting from the CSL experience.
These included a perceived lack of structure, difficulty in communicating
with the children at the site and the emotionally draining nature of the
experience. I conclude with a number of implications for the
curriculation of CSL in teacher education.