An experiential approach to developing teachers’ understanding of service-learning

Abstract

This paper describes an experiential approach to developing teachers’ understanding of service-learning in a summer 2014 staff development course. Successful applicants spent up to eleven days in Cambodia with a group of almost one hundred people involved in service-learning projects for three different subjects in three discipline areas. These teacher-participants observed and reflected upon the activities of almost 90 students and six teachers. The staff development course topics and structure are described, followed by participating teachers’ reflections including a) what they learned, b) benefits to students and c) advice as well as d) cautions to other teachers of servicelearning subjects.