NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ786688
Record Type: Journal
Publication Date: 2008-Apr
Pages: 12
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Service-Learning Informing the Development of an Inclusive Ethical Framework for Beginning Teachers
Carrington, Suzanne; Saggers, Beth
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n3 p795-806 Apr 2008
A social-cultural theory of difference informed the development of a university unit on inclusive education with a focus on broadening students' experience and understanding about the backgrounds and values of people in society. One of the aims of the unit was to "develop and work within legal and ethical frameworks that promote diversity, equity and inclusive education". This paper will report on pre-service teacher reflections in Service-learning Program Logs associated with a university unit on inclusive education in Queensland, Australia. Service-learning requires students to become involved in their community in order to utilise knowledge learned at university. The programme involves reciprocal relationships with organisations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces and strengthens the service. Analysis of data presented in this paper informed the development of set of principles of an inclusive ethical framework. We suggest that these principles could be further developed in teacher education programmes to progress inclusive practices in schools.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia