Influencing Professional Practice through Academic Service Learning (AS-L): Pre-Service Teachers Share their Ideas

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Department or Administrative Unit

Center for Teaching and Learning

Publication Date



Findings related to the reflections of pre-service teachers in Family Literacy Events (FLE) as an Academic Service-Learning (AS-L) project are detailed. Pre-service teachers in the Southeast and Pacific Northwest were provided opportunities to bridge theory with practice and apply research-based approaches in community settings. Teacher candidates provided parents with language and literacy strategies and resources to assist them in creating high-quality home learning experiences. The teacher candidates’ reflections are categorized by basic tenets of AS-L, specifically Awareness, Engagement, Practice, Integration, and Reflection. Speculation as to how their reflections were affected by the prompts of their essays are discussed.


This article was originally published Open Access in Literacy Practice and Research. The full-text article from the publisher can be found here.


Literacy Practice and Research