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Face-to-face: Changing future teachers through direct service learning

Ron Caro, John Quinn


This qualitative research study analyzed the changes in social dispositions of pre-service teachers. These pre-service teachers tutored homeless children in an urban homeless shelter as part of a direct service learning project. Utilizing surveys at the beginning of the study and at the end, and reflective journals of participants, data was analyzed according to changes in the following dispositions: understanding students with social needs, anticipated changes in future teaching dispositions, and anticipated changes in pedagogical approaches. Findings support the need for imbedding direct service learning into teacher preparation programs.



teacher preparation, social dispositions, service-learning, community-based research, civic engagement, community engagement, community partnerships

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Partnerships is sponsored by North Carolina Campus Compact, and hosted by the University of North Carolina at Greensboro. ISSN: 1944-1061
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