Service-Learning

The purpose of this study is to describe the essence of the service-learning experience for K-12 teachers specifically exploring teacher motivations for initiating service-learning in the classroom. The guiding questions that directed this study include a) How do teachers understand and describe their experiences in implementing service-learning projects? b) What motivates teachers to initiate service-learning experiences for their students? c) What benefits do teachers derive from their service-learning experiences? d) What if any academic student benefits do teachers perceive resulting from service-learning experiences? and e) What personal student benefits do teachers perceive resulting from service-learning experiences? This is a phenomenological study. The co-researchers of this study were six K-12 teachers who had implemented service-learning in their classrooms in the 24 months prior to the study. Three major themes emerged to describe the essence of implementing service-learning from the K-12 teacher's perspective: a) Connections b) Resonation in the Heart of the Teacher and c) The Right Fit with a Teacher's Philosophy and Teaching Style.