An Investigation of the Effect of Service Learning

on the Student Teaching Experience in Music Teacher Education

 

Dorothy Bryant, bryantd@ohio.edu

Sylvester Young, youngs@ohio.edu

Ohio University

 


The purpose of this two-phase study was to determine if prior experience with service learning would have an effect on the student teaching experience. The data includes written reflections, think-aloud protocol while viewing a videotaped segment of their own teaching, and the Survey of Teaching Effectiveness (STE) (Hamann & Baker, 1996). The Multiple Protocol Analysis System (MPAS) was used to assign codes (self-centered, subject-centered, or student-centered) to the think-aloud protocol text files. The research questions were: (1) Will there be a difference between Service Learning (SL) and Non-service learning (NSL) groups on their progress toward the teacher role, as measured by the Fuller Three Phase Model of Teacher Concerns (self, subject, student) (Fuller, 1969), (2) Will prior service learning experience have an effect on the reflective process during the student teaching experience? and (3) Will there be a difference between the two groups on their teaching effectiveness as measured by the STE? Preliminary results indicate that the students who participated in the service learning experience had a higher percentage of student centered think-aloud statements. No difference was found between the SL and NSL on the total STE score but a difference was found between the groups on the teaching style variable.