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Transformational Learning Theory and Service-Learning Projects: Impact on Teacher Candidates' Perceptions of Teaching In-Risk Youth
Abstract
This chapter investigates the University of Windsor's service-learning program Leadership Experience for Academic Direction's (L.E.A.D.) impact on teacher candidates' perceptions of teaching in-risk students. The L.E.A.D. program focuses on introducing teacher candidates to the Ministry of Ontario's Student Success initiatives and reflective teaching practices, and places teacher candidates with Student Success Teachers, allowing teacher candidates to learn from in-risk youth. This study adopted a qualitative approach using Interpretative Phenomenological Analysis (IPA) to examine the lived experience of graduates of the L.E.A.D. program. Five graduates of the L.E.A.D. program who are currently practicing secondary teachers in southwestern Ontario were interviewed in one focus group and one individual interview. The responses indicated themes of the importance of relationship building with students, the value of school support systems, the positive impact of L.E.A.D. coursework, and altered efficacy and perceptions of teaching in-risk youth.
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