Service-Learning in the Clinical Experience of Alternative Certification Teacher Candidates

Abstract

The purpose of this chapter is to describe a service-learning program in a public school setting for possible replication by other educators. Service-learning in teacher preparation continues to expand as a pedagogy to help future educators gain knowledge and strategies for working with diverse students. Using this model, teacher candidates address community needs and learn course content because service-learning is linked to the curriculum. Indeed, well-integrated service-learning is a powerful experience when it is designed as a partnership where both parties learn and grow. This chapter addresses how service-learning is integrated into the clinical experiences of an alternative teacher preparation program while meeting the social and academic needs of elementary school (K-5) students in a community with a large population of English language learners (ELLs).