Publication Date
2001
Abstract
The purpose of this document is to provide principles to guide the integration of service-learning into the preservice teacher education curriculum. The ten principles included here were developed by a group of over 80 teacher educators and service-learning practitioners from all regions of the U.S. who contributed their ideas and feedback in order to achieve consensus. (Contributors are listed in Appendix B). These principles of good practice can be used by teacher educators to design and assess their service-teaming activities, and by policy makers to guide decisions regarding resource allocation and program development.
Recommended Citation
Anderson, Jeffrey B. and Hill, Don, "Principles of Good Practice for Service-Learning in Preservice Teacher Education" (2001). Service Learning, General. 35.
https://digitalcommons.unomaha.edu/slceslgen/35
Comments
Anderson, J., & Hill, D. (2001). Principles of good practice for service-learning in preservice teacher education. in Service-learning in teacher education: Enhancing the growth of new teachers, their students, and communities (pp. 64-84). Washington, DC: AACTE.