Factors affecting service learning implementation: a comparison of novice and veteran teachers

This qualitative study investigated factors that facilitate and hinder implementation of service learning for novice and veteran teachers. We conducted case studies of three novice teachers and three veteran teachers, using a cross-case analysis within and across groups. Confirming prior research, f...

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Bibliographic Details
Published inTeachers and teaching, theory and practice Vol. 24; no. 6; pp. 659 - 672
Main Authors Losser, Janet L., Caldarella, Paul, Black, Sharon J., Pate, P. Elizabeth
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 18.08.2018
Taylor & Francis Ltd
Subjects
Beginning Teachers
Case Studies
Comparative Analysis
Elementary Education
Experienced Teachers
Experiential Learning
Grounded Theory
Interviews
novice teachers
Portfolios (Background Materials)
Program Implementation
Qualitative Research
Questionnaires
Service learning
Student Characteristics
Teacher Characteristics
Teaching Experience
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Summary:This qualitative study investigated factors that facilitate and hinder implementation of service learning for novice and veteran teachers. We conducted case studies of three novice teachers and three veteran teachers, using a cross-case analysis within and across groups. Confirming prior research, facilitating factors included teachers' knowledge of service learning and availability of time for planning and enacting it. Some novel factors contributing to the literature included student characteristics and common core pressures. Findings indicated differing needs of novice and veteran teachers for learning about and implementing service learning. Study implications and limitations are addressed.
ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2018.1464906