Service-Learning: International Teachers' Perspectives

International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index

Y

18

Service Learning; Teacher Attitudes; Qualitative Research; Case Studies; Focus Groups; Interviews; Foreign Workers; Teacher Surveys; Prior Learning; Intention; Faculty Development; Teacher Workshops; Pretests Posttests; Elementary Secondary Education; Inservice Teacher Education; Foreign Countries

Argentina; Cambodia; Colombia; Honduras; Kazakhstan; Nicaragua; Morocco; Uzbekistan; Poland; Georgia Republic; United States

2327-3585

In this qualitative case study, we explored the knowledge and perceptions of service-learning held by a diverse group of 22 international teachers. Through focus group interviews, we found that the majority of participants desired to implement service-learning in their countries, and they supported the idea of mandatory service-learning. The results show that the majority of international teachers had no prior knowledge of service-learning before instruction in the United States. We highlight diverse interpretations and definitions of service-learning but also emphasize that service-learning design and implementation varies depending on the beliefs and goals of practitioners.

As Provided

35

2017

EJ1149675