Article Type

Case Studies & Applied Research


In this comparative case study, two teacher educators turned the research lens on their own experiences with service-learning. Positing that teacher education programming can explicitly address pre-service teachers’ assumptions through course-embedded academic service-learning activities, particularly reflection, the advantages and difficulties of various placements and partners were examined. Using a case study design allowed the researchers to share their experiences locating suitable placements and forging sustainable partnerships for their courses. Findings include the importance of considering the utility of non-traditional placements and settings, the value of cultivating long-term partners, and the significance of frequent and ongoing reflection. The authors conclude that comparative case study is one method for teacher educators interested in service-learning to examine their own courses as pathways to preparing pre-service teachers. Teacher educators can intentionally incorporate service-learning components that expand pre-service teachers’ frames of reference, using reflection as a tool for preparing future teachers for increasingly complex teaching.