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Novice teachers’ experiences of community service–learning
ARTICLE

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TATE Volume 15, Number 6 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study focuses on beginning teachers’ experiences with a currently popular curriculum strategy in the US: community service–learning. To determine the personal and contextual factors influencing novice teachers’ experiences, we surveyed over 300 early career teachers and interviewed 30 of the larger sample. The study provides evidence that some beginning teachers are willing to implement strategies they learned in their teacher education programs, and can do so successfully, in spite of being busy and unsupported. Results indicate that specific preparation features and school characteristics may play a large role in whether novice teachers implement service–learning activities in their classrooms.

Citation

Wade, R.C., Anderson, J.B., Yarbrough, D.B., Terry Pickeral, Erickson, J.B. & Kromer, T. Novice teachers’ experiences of community service–learning. Teaching and Teacher Education: An International Journal of Research and Studies, 15(6), 667-684. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(99)00014-1

Keywords