Creating a Sense of Belonging through an Extended Service-Learning Experience for Pre-Service STEM Educators.

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Bibliographic Details
Title:	Creating a Sense of Belonging through an Extended Service-Learning Experience for Pre-Service STEM Educators.
Authors:	Dentzau, Michael W.¹, Shaw, Kimberly¹, Conway IV, Basil¹, Martin, Nicole², Garbrecht, Lisa²
Source:	Critical Questions in Education. Summer2026, Vol. 17 Issue 2, p119-134. 16p.
Subject Terms:	Service learning, Teacher education, Professional education, Education research, STEM education, Student teachers, *Disadvantaged schools
Abstract:	This research focused on unpacking the perceptions of preservice and early career science and mathematics teachers of a service-learning experience embedded within an undergraduate teacher preparation program. Participants completed 30 hours in a high-need school setting for multiple semesters, designed to provide an opportunity to deeply understand the context of these settings and the populations they serve. In these placements, participants were encouraged to go beyond observation and instruction and attend faculty meetings, parent-teacher conferences, and student extracurricular activities. Supplementing this service, seminars were designed to bring together participants, graduates, faculty, and mentor teachers to consider issues relevant to teaching. Data analyzed included Likert-scale questions and open-ended prompts from the external evaluators focusing on the value of interacting with the students, faculty, administration, and high-need settings. The project team also used semi-structured interviews with ten Noyce graduates focusing on the service-learning component. Review of Likert-scale questions in the annual surveys indicated that all the participants found the service-learning component to be valuable or extremely valuable for them with respect to their future careers. The open-ended prompts and the interviews were open coded inductively, yielding four emergent themes--gaining perspectives, relationships, confidence, and transformational experiences, and scholarship funding. Evidence supporting these themes and the implications of the service-learning experience for the participants is discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This research focused on unpacking the perceptions of preservice and early career science and mathematics teachers of a service-learning experience embedded within an undergraduate teacher preparation program. Participants completed 30 hours in a high-need school setting for multiple semesters, designed to provide an opportunity to deeply understand the context of these settings and the populations they serve. In these placements, participants were encouraged to go beyond observation and instruction and attend faculty meetings, parent-teacher conferences, and student extracurricular activities. Supplementing this service, seminars were designed to bring together participants, graduates, faculty, and mentor teachers to consider issues relevant to teaching. Data analyzed included Likert-scale questions and open-ended prompts from the external evaluators focusing on the value of interacting with the students, faculty, administration, and high-need settings. The project team also used semi-structured interviews with ten Noyce graduates focusing on the service-learning component. Review of Likert-scale questions in the annual surveys indicated that all the participants found the service-learning component to be valuable or extremely valuable for them with respect to their future careers. The open-ended prompts and the interviews were open coded inductively, yielding four emergent themes--gaining perspectives, relationships, confidence, and transformational experiences, and scholarship funding. Evidence supporting these themes and the implications of the service-learning experience for the participants is discussed. [ABSTRACT FROM AUTHOR]
ISSN:	23273607