The aim of this study is to examine the effect of community service learning on value acquisitions of preservice teachers. An experimental design with pre-test and post-test control group was used in the study. Study group of the research is preservice teachers who have been third-year who are taking Community Service Learning (CSL) course at the Department of Classroom Teaching. Portrait Values Questionnaire (PVQ), which was developed by Schwartz et al., (2001) and translated into Turkish as well as validity and reliability study of which was conducted by Demirutku and Sümer (2010), has been used as data collection tool. T-test has been used for the independent groups in analyzing the data. According to the findings of the study, while there was no statistically significant difference between pre-implementation and control group's value orientations, on the other hand it has been found that there was a statistically significant difference between experimental group and control group after application. This difference is in favor of the experimental group. In view of the research, it has been concluded that the community service learning projects, which are directly oriented towards acquiring value, make preservice teachers acquire value. Thanks to these projects, there have been positive changes in preservice teachers’ values such as responsibility, patience, love, respect, helpfulness and mercifulness.
Community service-learning, value, preservice teachers