Date of Award
3-18-2025
Publication Type
Doctoral Thesis
Degree Name
Ph.D.
Department
Education
Keywords
experiential learning, pre-service, professional development, service learning, teacher candidate, teacher education
Supervisor
Geri Salinitri
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
The purpose of this interpretative phenomenological study was to explore the experiences of elementary teacher candidates in the Leadership Experience for Academic Direction (LEAD) service-learning program and how this experience impacted their development and learning as new teachers. Data were collected from participant assignments and reflections, and through semi-structured interviews. The collected data were analyzed using Braun and Clarke’s (2005) guide to thematic analysis, incorporating recommendations from Smith and Osborn’s (2008) Interpretive Phenomenological Analysis during each phase. These guides allowed the researcher to engage in an idiographic orientation and a dual interpretation process (double hermeneutic). Participants made meaning of their experiences, and then the researcher made sense of the participant experiences through incorporating relevant literature, their own knowledge of the educational context, and contrasting their own experience as an outsider. The themes that emerged from the data were: integrating into the school community, exposure to different experiences and opportunities, additional opportunities for application and practice, building soft skills, and developing a sense of purpose. Using the foundational theories of Dewey (1938) and Kolb (1984), the themes were combined to form an integrated model of service-learning within the LEAD program to further explore and analyze the context, process, input, output, and impact of participant experiences. After an in-depth analysis of the themes and creation of this model, the major findings indicated that the service-learning model facilitated through the LEAD program contributed to the professional development of elementary teacher candidates by increasing the breadth, depth, and impact of their teacher preparation, providing them with a holistic view of the profession, and meeting teacher candidate higher order needs. The following recommendations and suggestions were made for stakeholders: to provide extended and intentional practical opportunities in schools allowing teacher candidates to fully integrate, become part of the staff, feel comfortable in their learning environment, meaningfully contribute to the school, and have a greater variety of experiences; to increase practical opportunities without evaluation to lessen pressure and provide more opportunities to practice; to increase program consistency, and to focus on serving schools. Future research in this area includes an analysis of the gaps that exist between Bachelor of Education courses and field experience, as well as exploring perspectives on teacher candidate evaluations to create more authentic and comfortable learning opportunities.
Recommended Citation
Palazzolo, Alyssa N., "Perceptions of Service-Learning Experiences and the Impact on Elementary Teacher Candidate Professional Development" (2025). Electronic Theses and Dissertations. 9697.
https://scholar.uwindsor.ca/etd/9697
