The perspectives of preservice teacher education students about their service- learning experiences are examined in the context of Serow's conceptual scheme of competence, participation, relationships, and understanding. 240 undergraduates in education and 59 professional program interns participated in the study. Their responses to a service learning survey suggest that service learning positively influences them in relation to personal, professional, academic, and career functioning. The student "voice" on service- learning provides many insights on ways to strengthen S-L in teacher education.
Swick, Kevin J. and Rowls, Michael, "The Voices of Preservice Teachers on the Meaning and Value of Their Service-Learning" (2000). Higher Education. 107.