Document Type

Article

Publication Date

1999

Volume

15

Publication Title

Teaching and Teacher Education

First Page

667

Last Page

684

Abstract

This study focuses on beginning teachers' experiences with a currently popular curriculum strategy in the US: community service-learning. To determine the personal and contextual factors influencing novice teachers' experiences, we surveyed over 300 early career teachers and interviewed 30 of the larger sample. The study provides evidence that some beginning teachers are willing to implement strategies they learned in their teacher education programs, and can do so successfully, in spite of being busy and unsupported. Results indicate that specific preparation features and school characteristics may play a large role in whether novice teachers implement service-learning activities in their classrooms.

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