The objective of this study is to better understand preservice art educators’ experiences engaging in a service learning project. The study uses a mixed methods, longitudinal design with data collected through student pre- and posttest surveys and written reflections over 7 years. Findings indicate three themes that describe preservice art educators’ experience of participating in service learning: (1) skill development; (2) breaking down barriers, challenging stereotypes, and building relationships; and (3) plans for future teaching and civic engagement. The qualitative findings lend support to the quantitative findings of improved learning outcomes (e.g., active learning skills, clearer idea of personal goals, more concern about social phenomena, better understanding of stereotypes, and increased likelihood of participation in future civic and volunteer activities) and provide insight into the nuances of student experiences, ultimately leading to recommendations and considerations for future service learning project design.

这项研究的目的是更好地了解职前艺术教育者参与服务学习项目的经验。这项研究采用混合方法，纵向设计，并通过学生的前，后测试调查收集了数据，并进行了7年的书面反思。调查结果指出了三个主题，描述了职前艺术教育者参与服务学习的经验：（1）技能发展；（2）打破障碍，挑战刻板印象和建立关系；（3）未来的教学和公民参与计划。定性研究结果为改进学习成果的定量研究结果提供支持（例如，积极的学习技能，更清晰的个人目标观念，对社会现象的更多关注，对定型观念的更好理解以及参与未来公民和志愿者活动的可能性增加）；提供对学生体验细微差别的洞察力，最终为将来的服务学习项目设计提供建议和考虑。