Yangon University of Education

Quality Assurance Workshop II

“Embedding Whole Person Education in Implementation of Internal Quality Assurance”
(13-14 September 2023)

Service-Learning and
Pre-service Teacher Education

Aye Aye Tun

 Yangon University of Education

Workshop I
“Quality Assurance and Whole Person Education Approach in Teacher Education”
(29-30 March 2023)

Quality of Teaching: Whole Person

Education Approach
Aye Aye Tun
Whole Person Education – the intellectual, spiritual, and
ethical development of individuals

Intellectual
(learning to
learn)

Spiritual Ethical
(learning (learning
to be) to do)

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SERVICE-LEARNING: Contribution to Whole
Person Education

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14.9.23
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 REFLECTION

Service Learning

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 What is Service-Learning?
Many definitions:

“Service-learning connects school-based curriculum with the inherent

caring and concerns young people have for their world- whether on
their school campus, at a local food bank, or in a distant rainforest. The
results are memorable lifelong lessons for students and foster a
stronger society for all. (Cathryn Berger Kaye)

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 What is Service-Learning?
Many definitions:

“A form of experiential education in which students engage in activities

that address human and community needs together with structured
opportunities intentionally designed to promote student learning and
development.” (Jacoby, 1996)

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 What is Service-Learning?
Many definitions:

“Service-Learning is defined as a research-based teaching method where

guided or classroom learning is applied through action that addresses an
authentic community need in a process that allows for youth initiative
and provides structured time for reflection on the service-learning
experience and demonstration of acquired skills and knowledge.”

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Service-Learning Cycle

Academic study Community service

Learning
(skills and values)

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Types of Service

• Direct Service

• Indirect Service

• Advocacy

• Research

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1. Direct Service

• Students’ service directly effects and involves the recipients.

• The interactions are person-to-person and face-to-face, such as
tutoring younger children or working with refugees.
• Students engaged in direct service learn about caring for others who
are different in age or experience, develop problem-solving skills by
following a sequence from beginning to end, and see the “big picture”
of a social justice issue.

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2. Indirect Service

• With indirect activities students do not see the recipients, however,

their actions benefit the community or environment as a whole.
• Students engaging in indirect service learn about cooperation,
working as a team, taking on different roles, organizing and
prioritizing.

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3. Advocacy

• Through advocacy students provide a voice for an issue, particularly

when members of a population may not be able to speak for
themselves.
• Student advocates learn about perseverance and understanding
rules, systems, and processes.

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4. Research

• Research activities involve students finding, gathering, and reporting

on information in the public interest.
• By participating in research-based SL, students learn how to gather
information, make discriminating judgments, and work
systematically.

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The Five Stages of Service-Learning

1. Investigation
2. Planning and Preparation
3. Action
4. Reflection
5. Demonstration

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 Stage One: Investigation

All SL begins with investigation

via……..

• Personal Inventory; investigation of resources within the student

population.
• Community need; social analysis, documentation and monitoring

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Stage Two: Preparation and Planning

Preparation and planning offer a wide variety of activities as

the teachers and students set the stage for learning and social
action.
Students explore, research and discuss:
• Books, Internet, Interviews
• Examine primary source materials
• Consult Personal inventory

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Stage Three: Action

This is the actual service portion of SL.

• Must have value, purpose and meaning as students acquire
academic skills and knowledge.
• Learn, make mistakes, and succeed.
• Timeline

“In doing we learn.” George Herbert, poet.

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Stage Four: Reflection

Reflection integrates the learning experience with

personal growth and awareness.
• A “pause button”
• Students put cognitive, social and emotional aspects of the experience into
the larger context of self, the community and the world.
• Assess, Develop, Understand
• Final Reflection may include ways to gauge results; community partners and
others may also share reflections. Feedback from adults help students use
reflections to elevate their ability to observe, question and apply their
knowledge to other situations.

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 Experiential Learning Continuum

Recipient Who is BENEFITTING?

Provider
Service What is the main FOCUS? Learning

SERVICE-LEARNING

COMM. SERVICE FIELD EDUCATION

VOLUNTEERISM INTERNSHIP

Adapted from
Furco, 1996
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INTERNSHIP
• Student the primary beneficiary
• Focus on student learning
• Goal is to acquire skills and knowledge

FIELD EDUCATION
• Service activities related to but not fully integrated into academics
• Focus on maximizing student learning

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COMMUNITY SERVICE
• Primary focus on service provided
• May involve more structure than volunteerism
• As service becomes integrated with formal course work, moves
closer to center of continuum

VOLUNTEERISM
• Primary emphasis on service provided
• Primary beneficiary is service recipient
• “inherently altruistic”
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SERVICE-LEARNING

• Equal benefit to provider and recipient of service

• Equal focus on service and learning
• Must have academic context that ensures
• Service enhances learning
• Learning enhances service

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 Examples:
What might each look like?

• Volunteer at school
• Internship at school
• Service learning at school
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 Student Teaching and Service-Learning

Is student teaching placement service-learning?

• The primary focus is on the student’s professional development.

• No emphasis on civic responsibility

• focus on the learning benefits received by the preservice

teacher.
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High School Government Class students tutoring new immigrants
to assist them in passing citizenship tests.

Service Provider Service Receiver

Students Immigrants

strengthen their knowledge achieve their goal of

BENEFITS of U.S. government and becoming citizens.
history

➔ SL can address a need or problem that exist either at the school or in the broader
community.
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 Service-Learning and Preservice Teacher Education

• Preservice teachers typically engage in SL by working with children in need through

schools and community agencies
• Assisting P-12 teachers in the design and implementation of SL activities with their
students,
• Developing SL activities for use during student teaching.

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 What is Service-Learning?

An approach to teaching and learning in which service and

learning are blended in a way that both occur and are enriched
by the other.

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 Essential Principles of Service-Learning
1. High-quality service to prepare students to address an actual, recognized community
or school need
2. Integrated learning to tie the service activities to classroom knowledge, skill, and
value goals
3. Reflection to help integrate students’ service experiences with the academic
curriculum
4. Civic responsibility to promote in students a sense of caring for others and a
commitment to contribute to the community
5. Student voice to ensure students take an active role in choosing, planning,
implementing, and evaluating the service-learning activities
6. Collaboration so all partners (students, parents, school and university faulty and
administrators, community-based organization staff, service recipients) benefit from
the service project and contribute to its planning
7. Evaluation to measure progress toward the learning and service goals.
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 Theories supported Service-Learning

• Experiential learning (Dewey, 1938; Kolb, 1984)

• Transformational or social reconstructionist theory (Allam & Zerkin,
1993)
• Multicultural education approaches (Sleeter & Grant, 1987)
• Critical reflection (Sparks-Langer et al, 1990; Sullivan, 1991)
• Education as preparation for civic responsibility (Coleman, 1974;
Martin, 1976; Wade, 1997)

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 Jacoby and Associated (1996) refer to SL as:

PROGRAM: SL focuses on the achievement of goals that address human

and community needs combined with “intentional learning goals and
with conscious reflection and critical analysis” (Kendall, 1990)

PADEGOGY: SL is seen as a form of experiential education that relies

heavily on reflection to ensure that learning occurs.

PHILOSOPHY: SL is seen as a philosophy of “human growth and purpose,

a social vision, an approach to community, and a way of knowing”
(Kendall, 1990)
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 Principles of Good Practice for Service-Learning in
Preservice Teacher Education

• Teacher Educators ➔ to design and assess their SL activities

• Policy Makers ➔ to guide decision regarding resource allocation and

program development.

Jeffrey B. Anderson and Don Hill

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 Service-Learning as Educational Method

• Helps students or participants learn and develop by participating in thoughtfully

organized service that is conducted in and meets the needs of a community
• Is coordinated with an elementary school, secondary school, or HEI or
community service program, and with the community
• Helps to foster civic responsibility
• Is integrated into and enhances students’ academic curriculum or the
educational components of the community service program in which the
participants are enrolled; and
• Provides structured time for students or other participants to reflect on their
service experience.

Definition by The National and Community Service Act of 1993

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 Philosophy and Issues

• SL has much in common with other approaches to education (experiential, or applied,

education)
• SL has its essence, a focus on contributing to the common good.
• Addressing genuine community needs
• To help others and/or the community by making positive difference,
• SL as teaching method includes the role of schools and HE on our society.
• Educational institutions are seen not just as places where students go to learn but as
resources for community development.
• Educational institutions can use SL to both meet their obligation to teach their
students and to help address real community needs.

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 Rationales for Service-Learning in Preservice Teacher Education

1. Preparation to use SL as a pedagogy.

Preservice teachers can learn to successfully use SL as a pedagogy with

their future students. This preparation will facilitate many more children’s
and youth’s engaging in SL to benefit their communities and themselves.

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 Rationales for Service-Learning in Preservice Teacher Education
2. Achievement of teacher education standards
Participation in SL experiences can help teacher candidates meet a variety
of state and national standards.
For example, SL activities can be closely connected to the following INTASC standards.
a. The teacher plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals.
b. The teachers fosters relationship with school colleagues, parents, and agencies in the
larger community to support students’ learning and well-being.
c. The teacher understands the central concepts, tools of inquire, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these
aspects of subject matter meaningful for students.
d. The teacher understands and uses a variety of instructional strategies to encourage
students’ development of critical thinking, problem solving, and performance skills.
e. The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learner.
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 Rationales for Service-Learning in Preservice Teacher Education

3. The development of habits of critical inquiry and reflection

Teacher educators can use preservice teachers’ SL experiences to explore
ethical dilemmas inherent in teaching and social reconstruction.

4. An increase in familiarity and skill with educational reform initiatives

SL helps prospective teachers grasp the importance of performance-based
assessment, the use of themes for teaching integrated units, problem-
solving and critical-thinking skills, and cooperation. SL also assists in
developing a democratic classroom in which the teacher serves as a coach
or facilitators and engages students in shared decision making.

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 Rationales for Service-Learning in Preservice Teacher Education

5. Personal and social development

Involving teacher candidates in real-world settings where they deal with
challenging situations while working for the common good can be an
effective means of promoting personal growth. Self-esteem, moral and ego
development, and social responsibility can be enhanced through
participation in SL.

6. Social justice and appreciation of human diversity

Preservice teachers can engage in service for the common good by
addressing social, political, economic, and cultural injustices through direct
service and advocacy projects. In the process, they can also gain increased
respect for human differences and commonalities and learn how to prepare
their students to do the same.
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 Rationales for Service-Learning in Preservice Teacher Education
7. Democratic citizenship
SL can effectively address the goals of citizenship education and preparation
for active participation in a democracy. Beginning teachers need to be living
examples of active, democratic citizens to most effectively prepare their
students for informed, active participation in our democratic society.

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 The Principles and How to use Them
Principle 1. Preservice teachers should prepare to use SL as a pedagogy by participating
in SL experiences as well as in-class study of principles of good SL practice.

✓ Explicit instruction in its use as a pedagogy

✓ Two primary components
• allow to participate in classroom instruction
regarding the use of SL as a pedagogy and as
philosophy of education
- placing SL within a broader theoretical
framework, e.g., experiential education and
child/adolescent development
- rationales for the use of SL
- theories and research explaining the dynamics
and benefits of SL
- study of principles of good SL practices
- examples of successful SL projects,
- creation of a written SL lesson plan or unit of
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institution.
• Participate in 2 types of SL experience.
- In the initial stages, they should engage in
service themselves and participate in reflective
activities that intentionally link service
experiences to academic learning outcomes.
- should have direct experience by working with
P-12 teachers and students and community
partners to design and implement SL projects
that integrate principles of good SL practice.
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 The Principles and How to use Them
Principle 2. Teacher education faculty involved with SL should have a clear
understanding of SL theory and principles of good practice and model these principles in
their use of SL as a teaching method.

✓ Failure of SL ➔ “do as I say, not as I do” approach; The message in the hidden
curriculum of teacher education may effectively contradict the explicit curriculum.
✓ dual responsibility: need to employ SL effectively as university faculty members as
well as prepare preservice teachers to successfully integrate SL in to the P-12
curriculum.
✓ teacher educator should participate
- in workshop and other preparation experience that focus SL application
- in advanced, in-depth SL activities designed to prepare them to provide mentoring
and technical assistance to teacher educators new to SL
- engage in SL research and program evaluation with their students and community
partners. YUOE (14.9.2023) 47
 The Principles and How to use Them
Principle 3. Teacher education courses that include SL should be grounded in
theories and practices of teaching and learning that are congruent with SL.

- Teacher educators who use in-class approaches to teaching and learning that actively involve
preservice teachers in the construction of their own knowledge provide these students with an
environment that is more conducive to successful SL than those who rely primarily on the
dissemination of information in their approach to instruction.
- Teacher educators who act as facilitators of preservice teachers’ learning are able to help reduce
the distinction between students assuming the role of passive-follower in the classroom and
active-leader in the community.
- Teacher educators should also model for their students how to learn from service experiences
and how to combine this form of experiential learning with academic learning.

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 The Principles and How to use Them
Principle 4. The design, implementation, and evaluation of SL projects should reflect
all stakeholders’ needs and interests, including those of preservice teachers,
students, and other community members.

Most successful SL projects are characterized by:

- A synergy created when preservice teachers’, community members’, teacher educators’, and P-12
students’ and teachers’ energy and creativity.
- To play a collaborative role in all facets of SL.
- SL should address real, recognized community needs.
- To assess needs and assets in the beginning stage of each SL project.
- To avoid an approach to SL in which the university is perceived as coming in to “fix” a community
problem.
- Preservice teachers should play an authentic leadership role in planning and conduct of SL
activities. (real input and decision making authority..)
- When teacher candidates are trusted by faculty, they are more likely to do their best work.
This positive modeling increases the chance that these teacher candidates will provide their future P-12
students with the same opportunities for an active voice in SL.
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 The Principles and How to use Them
Principle 5. Reciprocity and mutual respect should characterize the collaboration
among teacher education programs, schools, and the community.

- regular ongoing communication regarding community needs and assets; development and
implementation of SL plan that includes reflection and evaluation.
- SL partner to develop clear roles and responsibilities, especially as they pertain to the
supervision and evaluation of preservice teachers and P-12 students.
- creation of shared outcomes. As collaborative partnerships deepen over time, all parties
should be involved in connecting SL opportunities to teacher education and P-12 SL goals.

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 The Principles and How to use Them
Principle 6. Preservice teachers should participate in multiple and varied SL
experiences that involve working with diverse community members.
• should occur in more than one course
• should involve work with both P-12 schools and other community organization.
- understand the benefits and limitations of different types of SL (direct, indirect, and advocacy), short-
term vs ongoing SL, and service with different populations and community organizations
(intergenerational, animals, poverty, environmental, or SL on the school ground, etc.)
• should participate in a variety of SL experiences
- understanding of the variety of possible goals of SL involvement, the numerous possible connections
to the academic curriculum, and the different ways in which reflection, assessment, and preparation
can be done.
- share their experience and critically analyze the strengths and limitation of each projects.
• should include a focus on deeper individual, social, political, cultural, and economic issues
• serving diverse community groups (racial, cultural, gender, and age differences; social and economic
levels, physical and metal abilities, and other factors)
• should recognize and encourage diverse interpretation of principles of good practices for SL and the
variety of assumptions and rationales that preservice teachers and others may bring to their use of SL
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 The Principles and How to use Them
Principle 7. Preservice teachers should participate in a variety of frequent and structured
reflection activities and prepare to facilitate reflection with their future students.
- the framework in which students process and synthesize information and ideas they have gained through
their entire SL experience and in the classroom.
- key to helping students integrate service experiences with core learning goals.
- not only examine what happened in their service project and how they feel about it but also analyze and
make sense of their service experiences.
- critical examination of deeper issues of citizenship, public policy, and the relationship between individual
learning and development and service addressing community needs.

- Reflection activities should support preplanned SL curricular objectives and be open to including
unanticipated service and learning outcomes.
- should be closely linked to the institutions’ primary rationale for involvement in SL and the service and
learning goals for a particular course.
- All parties participating in SL can and should engage in reflection together.
- should occur before, during, and after SL.
- should involve multiple methods (visual, oral, written, and artistic); conducted in large groups, small
groups, and individual settings. YUOE (14.9.2023) 52
 The Principles and How to use Them
Principle 8. Preservice teachers should learn how to use formative and summative
assessment to enhance student learning and measure SL outcomes.

- Effective assessment is both necessary and challenging

- need theoretical and practical grounding in applying formative and summative assessment
- develop basic understanding of how to link assessment to predetermined, measurable goals
- need to be prepared to encourage, assess, and communicate the frequent unplanned outcomes of SL
- learn to use a variety of forms of authentic assessment to assess oral presentations, artistic forms of
expression, and the degree to which community needs were met
- traditional measures such as essay and objective tests and written papers can be used
- should serve as an instructional tool to enhance student learning as well as to measure the degree to
which students have achieved instructional goals and the program has addressed community needs.
- to the extent feasible, community members should also participate in the design and use of the
assessment tools.

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 The Principles and How to use Them
Principle 9. Preservice teachers should align SL outcomes with program goals and
state and national standards for teacher certification and program accreditation.

- SL can be used to reinforce and support standards; however, standards should not be used to
arbitrarily limit the types of SL preformed.
- Teacher educators should use their professional judgment when deciding to approve student-
or community-initiated SL projects that at first glance do not clearly align with program goals
or standards.
- other factors to be considered (students’ interest, community needs, the university’s mission,
and personal education philosophies.
- teacher educators assist students in designing SL activities that achieve standards while
remaining open to unplanned educational experiences they can use to expand preservice
teachers’ learning beyond what is mandated.

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 The Principles and How to use Them
Principle 10. The teacher education program, institution, and the community should
support SL by providing the resources and structural elements necessary for continued
success.

1. SL should support the teacher education and institutional missions.

2. Faculty roles and rewards, including workload and tenure and promotion policies,
should recognize the time and effort required to engage successfully in SL
3. The institution should make a long-term commitment to build and maintain a solid SL
program base.
4. Policies and procedures should crate an environment supportive of SL.
5. Deans, department chairs, and other administrators should publicly sanction SL
initiatives and promote SL within the college, school, department of education, and
institution.

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 The Principles and How to use Them
Principle 10. The teacher education program, institution, and the community should support
SL by providing the resources and structural elements necessary for continued success.
6. SL should be funded through regular teacher education and institutional budgets and not
depend on outside sources for regular operations.
7. An institution-wide or college, school, or department of education-specific SL
coordinators should work with faculty to arrange SL placements, establish and maintain
collaborative partnerships, engage in supervision and coordination, and provide
professional development, training, and technical assistance to faculty, schools, and
other community members.
8. Budgets should provide sufficient funds for the transportation, supplies, and instructional
materials needed for effective SL.
9. The teacher education course schedule should provide preservice teachers and faculty
with sufficient time to engage in SL.
10. The teacher education program and/or the institution should have a comprehensive risk
management plan that includes preparation regarding safety issues and liability
insurance that fully covers preservice teachers
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 Student Teaching and Service-Learning

Is student teaching placement service-learning?

• The primary focus is on the student’s professional development.

• No emphasis on civic responsibility

• focus on the learning benefits received by the preservice

teacher.
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 Student Teaching and Service-Learning

Is student teaching placement service-learning?

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