Domestic and international service learning experiences : a comparative study of pre-service teacher outcomes

• Published in: Issues in educational research Vol. 20; no. 1; pp. 29 - 38
• Main Authors: Miller, Kari Knutson, Gonzalez, Amber M
• Format: Journal Article
• Language: English
• Published: Perth Western Australian Institute for Educational Research Inc 01.01.2010
• Subjects: Academic achievement; Asian Americans; Between Group Differences; California; Career Development; Career development planning; Careers; China (Shanghai); Communication; Comparative Analysis; Comparative Education; Cultural Differences; Domestic study; Educational Research; Experiential learning; Foreign Countries; Group Experience; Hispanic Americans; International; International education; International Programs; Language Acquisition; Learning Activities; Learning Experience; Multiculturalism & pluralism; Pacific Islander people; Postsecondary education; Predictor Variables; Preservice Teacher Education; Pretests Posttests; Professional development; Program Effectiveness; Reflection; Service Learning; Skill Development; Skills; Student teacher attitudes; Student teachers; Students; Study abroad; Teachers; Teaching; Teaching experience; Teaching Skills; Undergraduate Students; Undergraduate study; Variance analysis; United States; China (Shanghai); California
• ISSN: 1837-6290; 0313-7155; 1837-6290

This article examines pre-service teacher outcomes associated with service learning in domestic and international settings. Participants included upper-division, undergraduate level pre-service teachers at a California State University campus who participated in service learning experiences in either local, domestic settings (Orange County, CA) or international settings (Shanghai and Changshu, China). Outcomes initially considered included academic achievement, civic engagement, career goal clarification, and the development of cultural competencies. Pre/post-experience surveys and course reflections were analysed to identify within and between group differences in participant reports. Findings indicated positive outcomes across contexts in respect to academic achievement and opportunities for career goal clarification. The international service learning context appeared to facilitate enhanced outcomes in relation to development of professional skills and strategies as well as personal development. The international service learning context was also generally rated by participants as more 'impactful' than the domestic service learning context. [Author abstract, ed]