Abstract
Preparing teachers to work with children and families cultivates high-quality early learning. This study explored the impact of service-learning on early childhood pre-professional students (candidates) and community partners (CPs). Focus group transcripts illustrate connections between service and professional preparation standards. Service-learning and professional standards intersect through the experience of candidates and CPs. Findings support the use of Kolb’s model as a foundation for service-learning in early childhood teacher education and can inform service-learning in other disciplines.
Recommended Citation
Kruger, Tina M.; Eisenhauer, Mary Jane; and Weaver, Laura
(2017)
"Service-Learning & Early Childhood Teacher Education: A Qualitative Exploration of Professional Preparation Standards,"
Journal of Community Engagement and Higher Education: Vol. 9:
Iss.
1, Article 4.
Available at:
https://scholars.indianastate.edu/jcehe/vol9/iss1/4
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons