‘Making Learning Valuable’: Transforming My Practice Through a Service-Learning Partnership in Central Gippsland

Abstract

The transformation of teacher educator practice and the implications for practitioner research for a Federation University Gippsland Education (FUGuE) academic are explored in this chapter. It centres on a ‘service-learning’ partnership that endeavours to reduce inequality by engaging local pre-service teachers and promoting quality education at the primary and tertiary level, which is a United Nations Sustainable Development Goal to which I respond. This study explores my transformational journey from being involved in such partnership opportunities. Prompted by the particulars of place—in this case, some community needs in central Gippsland—and a school-based service-learning partnership with a philanthropic organisation, I consider how my pedagogy, practice and opportunities for research have been enriched. Using a self-study methodology, I analyse how the project aligned with the six elements of Fink’s Significant Learning Framework to provide a detailed description of the learning, the critical nature of academic reflection and the impact on personal growth in relation to my involvement. In addition, my practice is examined by collecting anecdotal data from Pre-service Teachers (PSTs) indicating how they connected theory with practical application. To gain nuanced insights around the impact on the learning of PSTs and the author, the self-study utilised research methods such as recording conversations, critical reflection and anecdotal observations. This collection of data was analysed for emerging themes structured around the theoretical framework. The chapter shares my insights as indicated by the transformation of practice as a reflective practitioner and researcher.