Service-learning informing the development of an inclusive ethical framework for beginning teachers
Suzanne Carrington, Beth Saggers
TATE Volume 24, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd
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.
Carrington, S. & Saggers, B. (2008). Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 795-806. Elsevier Ltd. Retrieved March 20, 2023 from https://www.learntechlib.org/p/197179/.
This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.09.006