Creating a Compulsory Subject Requiring Authentic Community Service Learning: A Framework for Change
Publication Name
Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity
Abstract
This chapter will explore the key themes that underpin university-designed subjects reflective of key service learning and community-based stakeholder engage-ment. These themes can be used to form a core element in any teacher-education degree that incorporates design, feedback, and implementation. The chapter will be supported through a case study of a compulsory subject that has been implemented at the University of Wollongong to provide a working example that other initial teacher education providers can use in their own course and subject design.
Open Access Status
This publication is not available as open access
First Page
235
Last Page
245