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Service-Learning is a rapidly growing teaching
innovation. Despite the proliferation of
service-learning research, little has focused on the
teacher, particularly the personal dimension involved
in implementing such an innovation. The purpose of
this study was to explore teachers' concerns
regarding service-learning using the seven
developmental Stages of Concern from the Concerns
Based Adoption Model as a framework. Eleven teachers
are profiled using the Stages of Concern
Questionnaire (SoCQ) and interview analysis.
Service-learning advocates, K-12 educators, and
school administrators should find the
Stages of Concern a useful model for examining,
predicting, and addressing the concerns of teachers
engaged in service-learning.
innovation. Despite the proliferation of
service-learning research, little has focused on the
teacher, particularly the personal dimension involved
in implementing such an innovation. The purpose of
this study was to explore teachers' concerns
regarding service-learning using the seven
developmental Stages of Concern from the Concerns
Based Adoption Model as a framework. Eleven teachers
are profiled using the Stages of Concern
Questionnaire (SoCQ) and interview analysis.
Service-learning advocates, K-12 educators, and
school administrators should find the
Stages of Concern a useful model for examining,
predicting, and addressing the concerns of teachers
engaged in service-learning.