Many teacher candidates enter teacher preparation programs with the desire to serve or to change the lives of others. Teacher education programs are uniquely positions leverage this desire to serve through intentional service-learning field placements. Service-learning, particularly early in the preparation program, can play a critical role in building the disposition to serve. This chapter explores one way teacher preparation programs can cultivate the orientation to serve high-need schools. Candidates enrolled in the Village Project serve in high-need schools, address a real community and educational need, and are provided reflection opportunities to connect the experience to their developing knowledge of learning and motivation. Ultimately, the goal the Village Project as an early service-learning field experience is to help teacher candidates develop a professional identity that increases the personal desire to work in educational communities that have a need.

No abstract

Many teacher candidates enter teacher preparation programs with the desire to serve or to change the lives of others. Teacher education programs are uniquely positions leverage this desire to serve through intentional service-learning field placements. Service-learning, particularly early in the preparation program, can play a critical role in building the disposition to serve. This chapter explores one way teacher preparation programs can cultivate the orientation to serve high-need schools. Candidates enrolled in the Village Project serve in high-need schools, address a real community and educational need, and are provided reflection opportunities to connect the experience to their developing knowledge of learning and motivation. Ultimately, the goal the Village Project as an early service-learning field experience is to help teacher candidates develop a professional identity that increases the personal desire to work in educational communities that have a need.