The gerontology practicum as service-learning
This article argues that the gerontology practicum placement is service-learning when guidance is provided to help students integrate the dual goals of service and learning, and when the requisite components of reflection, analysis, and application are built into the practicum experience. Exit interviews conducted with students and field supervisors supported the idea that the practicum experience offered a balance between service and learning, and it was an opportunity for interdisciplinary teamwork, reciprocal benefits, and professional development. Specific discussion focuses on the pedagogical techniques used to encourage individual and group reflection, the synthesis of experiences with academic training, and the application of new understandings in the field setting. Copyright © 1999 Taylor & Francis.
J. Fisher, Marvin S. Finkelstein, Bradley. "The gerontology practicum as service-learning." Educational Gerontology 25, no. 5 (1999): 393-409.