Service-Learning and Teacher Empowerment

Document Type

Article

Publication Date

Spring 2006

Volume Number

10

Issue Number

1

Page Numbers

271-277

Abstract

This article presents a study conducted with 10 graduate students who were enrolled in a Masters of Bilingual Education Program and were full-time K-12 teachers. The participants completed an Instructional Theory course in which service-learning was studied as pedagogy, theory, and methodology for applying other instructional theories. The participants were asked to design a service-learning project and integrate it into their K-12 classes. The results of this study revealed various empowering affects of service-learning for experienced educators.

Comments

Academic Exchange Quarterly, Volume 10, Issue 1, 271-277.

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