Teachers’ Identity in University-Community Service-Learning Trust Building
Teacher: “Teacher” in this text is not strictly limited to qualified or registered teachers who teach in schools but can be anyone who is working as an organizer or a leader in service-learning who functions as an educator who guides participants (students) to learn.
This entry discusses the importance of trust building in university-community service-learning and its implications for enhancing teachers’ professional identity. Service-learning has become a part of curriculum globally over time, with engagement as a core value. To realize engagement in service-learning, the quality of trust and having a trustworthy attitude play an essential role (McLeod 2011). While universities and communities with different cultural backgrounds often have different attitudes in relation to service-learning, teachers need to cultivate an expanded sense of professional identity aligned with being a teacher for both their university students and community partners. This expanded...
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