Outcomes of a service-learning program for pre-service teachers: links to Butin's conceptual model
The outcomes of a pilot Service-learning Program designed for pre-service teachers enrolled in a unit about inclusive education in an Australian University will be discussed in this paper. Service-learning requires university or school students to become involved in their community in order to utilize knowledge learned at university. The program involves reciprocal relationships with organizations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces the service for the organization. Pre-service teachers completed 10 hours working in the community along with completing a service-learning reflection log. Evaluation of the service-learning reflection process as a pedagogy will be discussed using the conceptual lenses: technical, cultural, political and post modern. The data demonstrate evidence to suggest that Butin's four lenses can be supported by the reflection process associated with the Service-learning Program described in this study and be used to construct an improved service-learning reflection log for future students.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Repository Staff Only: item control page