The Development of Service Learning Instructional Model for Pre-service Teachers

Parichart Prasertsang, Prasart Nuangchalerm


This research aimed to develop a service learning instructional model and to study the use of the developed service model. The research was conducted through a methodology and development process, which was divided into three phases. In phase 1, a study into the existing context and needs of the community, concepts, theories, and related research on the development of service learning instructional model was done. As part of the phase-one study, a people forum attended by the students and the locals was organized. The data gained from the forum was used to synthesize the model. In phase 2, a tentative model of the service learning instruction was constructed. In phase three, the actual use of the developed model with the pre-service teachers who were second year students enrolled in a course “Source of Knowledge and Local Wisdoms” during semester 2 of the academic year 2012 was studied. Seventy-four students were sampled through Cluster Sampling, and the data was analyzed through behavior comparison assessed by t-test Dependent Samples. The results of the research revealed that the elements of the service learning instructional model included principles, concepts, theories related to service learning instruction, aims of the model, teaching process, social system, responses, and support system. In addition, the results of the actual use of the developed model unveiled the four stages of the model which is called “PCAR Model”  P-Preparation, C-Class Presentation, A-Activity Based Learning, and R-Reflective Thinking. The teaching and learning activities enable the students to be responsible for the society and to perceive self-capabilities.

Key words: Service learning instruction; Social responsibility; Perception of self-efficacy


Service learning instruction; Social responsibility; Perception of self-efficacy

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