With the most recent educational reform through the implementation
of the Common Core Standards, Praxeological Learning: Service-
Learning in Teacher Education can provide a fresh look at
educational transformation through the lens of service-learning in
teacher preparation. As Butin (2003) referenced over a decade ago,
"service-learning rejects the banking model of education, where the
transferences of information from knowledgeable teachers to passive
students is conducted in 45-min increments. It subverts the notion
of classroom as graveyard rows and rows of silent bodies for an
active pedagogy committed to connecting theory and practice,
schools and community, the cognitive and the ethical." The pedagogy
of service-learning has significant implications for teacher
education. Its transformative aspects have far reaching potential
to address teacher candidate dispositions and provide deeper
understanding of social justice. Knowledge of the pedagogy and how
to implement it in candidates' future classrooms and in the
community could modify education to a more powerful experience of
democracy in action and enhance the civic mission of schools. The
current and ongoing research found within this textbook is meant to
continue supporting the notion of educational reform.
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