University of New Hampshire Scholars\u27 Repository
Abstract
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\u27 concerns regarding service-learning using the seven developmental Stages of Concern proposed by Hall, George, and Rutherford (1977) as a framework. Eleven teachers who were engaged in service-learning were interviewed and completed the Stages of Concern Questionnaire (SoCQ). Together, the profiles generated by the SoCQ and the interview analyses, provide a rich description of teachers\u27 concerns. Since at the outset of this study, the SoCQ had never been applied to the specific innovation of service-learning, the profiles were compared with interview data. They tracked closely with one another lending confidence in the applicability of the SoCQ with service-learning
