Service-learning is a powerful method of teaching and learning that has
been used effectively for more than two decades. This volume contributes
further to the Advances in Service-Learning Research series that
focuses upon service-learning in teacher education. Research and theory
indicate that knowledge of service-learning pedagogy and how to
implement it in teacher candidates' future classrooms can enhance field
experiences of teacher education and the civic mission of schools.
However, research also reminds us that that the practice of
service-learning is nuanced and complex. No two service-learning
experiences are alike, yet universal characteristics across
service-learning experiences define its essence and distinction. It is
through research that digs deep into these nuanced issues that we can
learn more about the different characteristics of the experience that
define service-learning and guide implementation.
The preface provides an interview with Andy Furco, an early advocate of
service-learning and noted leader who has fostered service-learning in
K-12 and higher education throughout the United States and across the
globe. Andy Furco's commentary offers an historical overview of the
field as well as how the field can advance, providing insights for those
new to the field as well as those who have engaged in service-learning.
The preface and thirteen chapters together provide empirical and
conceptual support for including service-learning. Concurrently, this
scholarship provides guidance for implementing service-learning in
teacher preparation and in K-12 education. Interrelated themes include
self efficacy, connections with communities, diversity, and program
development in teacher education.
