Service learning in teacher education
Carrington, Suzanne B., Mercer, Louise, & Kimber, Megan (2010) Service learning in teacher education. In Toomey, Ron, Lovat, Terry, Clement, Neville, & Dally, Kerry (Eds.) Teacher Education and Values Pedagogy : A Student Wellbeing Approach. David Barlow Publishing, Terrigal, NSW, Australia, pp. 75-95.
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If the student wellbeing pedagogy characterised by the troika metaphor is to become more widely adopted, beginning teachers need to be inducted into service learning. In this chapter, we discuss the implementation and outcomes of a service learning program in a Bachelor of Education course in Australia. The program provides pre-service teachers with insights into service learning practice. Pre-service teachers are given supported opportunities to examine and challenge traditional beliefs and values about student diversity and the role of schools in developing a more inclusive society. They are supported in developing ethics of care and concern for inclusive and equitable practices – characteristics necessary for quality teaching. Thus, the Queensland University of Technology (QUT) service learning program is an ideal example of the troika effect in practice, in that the pedagogy fuses values education, quality teaching and service learning to develop within each student an inclusive ethical framework that will inform their classroom practice as beginning quality teachers.
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|Item Type:||Book Chapter|
|Keywords:||Service-learing, Teacher Education, Inclusive Education, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2010 Please consult the authors.|
|Deposited On:||01 Dec 2010 02:17|
|Last Modified:||27 Oct 2014 04:59|
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