Creating a Compulsory Subject Requiring Authentic Community Service Learning: A Framework for Change
Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity
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
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