Opinions of pre-service teachers towards community service-learning experiences

Abstract

This study examines the opinions of 41 teacher candidates taking a community service learning (CSL) course. The implementation of this course and its contributions to participants’ personal, social and academic development were examined using qualitative methods. Data was collected using semi-structured interview questions, and an inductive coding technique and descriptive data analysis were employed. The findings suggest that the participating pre-service teachers believed that the CSL process met their expectations. Most of the teachers believed that the service-learning experience was beneficial and that they would be able to make use of the knowledge they gained during the CSL process in their social, academic and professional lives.