The Benefits of Service Learning in Teacher Education:
Enhancement of Professional Ethics and Cultural Sensitivity

By Kathryn J. Biacindo, EdD
Based on research that has demonstrated community involvement with no compensation provides a social foundation for antiracism and positive acceptance of the culturally different, teacher candidates were encouraged to donate 10-25 hours to school-related agencies.

Over the course of two semesters, 61 students volunteered to participate in a service-learning endeavor. They worked at a variety of agencies, including afterschool programs for the culturally-different (tutorials and cultural enhancement), an Alzheimer’s center for adults who had regressed to a child-like state, a soup kitchen for homeless children and adults and tutoring children on Motel Drive.

A number of measures were used to determine the impact on preservice teachers’ attitudes towards the culturally different, their growth in professional ethics and their attitude towards a teaching career.

There was a significant gain in the service-learning participants’ cultural sensitivity (for those who served at a site that catered to the culturally-different), as well as a stronger commitment to the field of education, supported by increases in confidence in and valuing of teacher education.

Service-learners’ reflections of their experience included statements such as “My S-L experience was an eye-opener; it was exciting and fun . . .” and “Amazing!  I grew in so many ways!” There also was evidence of additional concrete professional skill building in cultural sensitivity, awareness of political and legal concerns and knowledge of codes of conduct.

Service-learning, if attached as a regular requirement for teacher education, could create a “pay it forward” professional for the field of education.

Dr. Biacindo is an associate professor in the Kremen School of Education and Human Development’s Department of Curriculum and Instruction.