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The Professional Development School: Fertile Ground for Service-Learning Initiatives
Abstract
This chapter examines the differences and similarities in learning outcomes between the two espoused approaches to service-learning in teacher education: an elementary school service-learning approach called the teachers as leaders of change model and a high school service-learning approach named the tutoring for change model. The purpose in comparing both models is to highlight the distinct learning outcomes that are associated with the manner in which service-learning is structured. Given the benefits of service-learning, the authors contend that service-learning in the PDS context has the potential to improve the overall quality of teacher preparation. However, benefits vary depending on the model organization. The authors describe structural differences in the models as three thematic outcomes: a) reasons for valuing, b) likelihood of future implementation, and c) attitudes on community participation. They recommend that decisions regarding program goals be aligned early in PDS organizational planning to effectively embrace unique service-learning benefits.
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