Service Learning in Teacher Preparation: Returns on the Investment

Abstract Service learning can contribute to preservice teachers' understandings of reading instruction and also their confidence as teachers of reading. This qualitative study compared two sections of one undergraduate reading methods course: one with a service learning component and one with a typical field placement. The service learning participants demonstrated a more in-depth analysis of reading behaviors, a stronger commitment to the success of their students, and an increased confidence in their abilities to teach reading.