Teacher Concerns about Service-Learning

Service-Learning is a rapidly growing teaching
innovation. Despite the proliferation of
service-learning research, little has focused on the
teacher, particularly the personal dimension involved
in implementing such an innovation. The purpose of
this study was to explore teachers' concerns
regarding service-learning using the seven
developmental Stages of Concern from the Concerns
Based Adoption Model as a framework. Eleven teachers
are profiled using the Stages of Concern
Questionnaire (SoCQ) and interview analysis.
Service-learning advocates, K-12 educators, and
school administrators should find the
Stages of Concern a useful model for examining,
predicting, and addressing the concerns of teachers
engaged in service-learning.

Autorentext

Michael Kern, Mag.:
Studium der Betriebswirtschaft mit dem
Schwerpunkt Unternehmensführung
und betriebliche Finanzierung an der
Wirtschaftsuniversität Wien, Studium der
Rechtswissenschaften und der Politikwissenschaft
an der Universität Wien, Geschäftsführer bei
Babylon Systems (babylon-systems.com), Wien

Klappentext

Service-Learning is a rapidly growing teaching
innovation. Despite the proliferation of
service-learning research, little has focused on the
teacher, particularly the personal dimension involved
in implementing such an innovation. The purpose of
this study was to explore teachers' concerns
regarding service-learning using the seven
developmental Stages of Concern from the Concerns
Based Adoption Model as a framework. Eleven teachers
are profiled using the Stages of Concern
Questionnaire (SoCQ) and interview analysis.
Service-learning advocates, K-12 educators, and
school administrators should find the
Stages of Concern a useful model for examining,
predicting, and addressing the concerns of teachers
engaged in service-learning.