How Active-Learning Strategies Can Improve Efficacy and Critical Thinking Skills in a Service-Learning Course

Abstract

Improving preservice teachers’ ability to recognize work-related problems and apply effective strategies and solutions to fundamental challenges in the field is at the crux of an effective college preparation. Although there is evidence that service-learning experiences within a teacher education course can have powerful outcomes on student learning, what is being done in the lecture part of a service-learning course to improve the impact of community-based practice largely goes undiscovered. This study investigates whether a contextually developed set of active-learning strategies in the lecture part of a service-learning course improves preservice teachers’ efficacy. Findings showed significant improvement within personal teaching efficacy constructs as a result of experiencing the active-learning sequence. Academic tracking of students showed those pursuing a B.A. degree in teacher education benefitted significantly more from an active learning experience than those pursuing a B.S. degree in health-related sciences. The paper also describes how the active-learning sequence was a preferred method of instruction by instructors and students, as well as how these strategies were purposeful with problematizing teaching situations and engaging students with course content.