Misconceptions and understanding of service-learning among secondary school teachers in Hong Kong : a pioneer study

Abstract

Service-learning is a high-impact academic practice that effectively nurtures a wide range of learning outcomes, including some which are difficult to achieve in traditional classroom settings. This makes service-learning very attractive as a learning pedagogy for developing students’ holistic learning outcomes. However, the nature of service-learning makes it easily conflated with similar civic learning activities, such as community service or volunteering which are widely practiced as non-academic or extra-curricular school activities. Service-learning is quickly gaining popularity as a learning activity in Hong Kong where it has been shown to counteract excesses in traditional examination-oriented education culture. In light of the widely accepted academic service-learning model, this study investigates deviations in Hong Kong secondary school teachers’ perceptions of service-learning. Results reveal that misconceptions persist. Although most respondents believed they had a good grasp of service-learning concepts, they did not clearly distinguish service-learning from voluntary/community service, and lacked awareness that improperly-done service-learning can cause harm to students and the community. The study’s implications on teacher capacity building and service-learning practice will be discussed, for instance, how training programmes can be designed more effectively and the need for more stringent curriculum standards in service-learning.