ERIC Number: ED469716
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Meeting NCATE Standards through Service-Learning: Dispositions. Professional Issues Brief.
American Association of Colleges for Teacher Education, Washington, DC.
This brief discusses how service learning can help teacher candidates meet National Council for the Accreditation of Teacher Education standards. It examines how the Division of Teacher Education at the University of Idaho is refocusing its teacher certification program to reflect national standards and place P-12 students at the center of preservice learning, ensuring that a community of learners will be developed both in academic settings and in society. Five goals guide the integration of service learning into this teacher preparation program: integrating service learning into all courses, examining the appropriate role of service learning as a pedagogy in teacher education, developing support for service learning from appropriate internal and external sources, increasing faculty and preservice teacher awareness of the theoretical basis for service learning, and evaluating the effect of service learning on everyone involved. The brief explains that service learning can contribute to several key dispositions of professional educators, including caring, sensitivity to student differences, democratic values, and commitment to teaching. It presents snapshots of service learning experiences that illustrate how service learning can facilitate the development of such dispositions. Finally, it lists Web sites that discuss service learning in teacher education. (Contains 14 references.) (SM)
Descriptors: Academic Standards, Consciousness Raising, Democratic Values, Diversity (Student), Elementary Secondary Education, Higher Education, National Standards, Preservice Teacher Education, Service Learning, Teacher Attitudes
AACTE Publications, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Fax: 202-457-8095; Web site: http://www.aacte.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.