Document Type
Article
Publication Date
Spring 2014
Abstract
This article is based on a study that assessed Teach for America (TFA) candidates’ dispositions toward service-learning before and after they developed and implemented a service-learning project with their students. This article may be used to understand the significance of raising alternative certification teacher candidates’ community awareness so that they may stay longer as teachers while also becoming more acculturated to their school and neighborhood surroundings. The authors assert that candidates will become more effective through carefully planned service-learning experiences with community partners and become better service and public education advocates.
Recommended Citation
D. Mitchell, S. Karlin, & T. Price. (2014). Understanding How Service-Learning Impacts the Dispositions of Teach for America Candidates and Their Students. Journal of the National Association for Alternative Certification, 9(1), 14-31. Available: http://www.jnaac.com/index.php/test/article/view/123
Included in
Educational Assessment, Evaluation, and Research Commons, Other Teacher Education and Professional Development Commons, Social and Philosophical Foundations of Education Commons
Comments
This article was originally published in the Journal of the National Association for Alternative Certification in Volume 9, Number 1, in the Spring of 2014, available here: http://www.jnaac.com/index.php/test/article/view/123