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Service-learning feedback to teacher candidates.
Abstract
Teaching preparation increasingly requires teacher candidates to conduct service-learning that most often occurs in schools. Some scholars suggest this might be more effective when conducted in community-based settings. Limited literature exists examining the type of feedback teaching candidates receive upon conducting service learning in community-based settings. Three teaching candidates received feedback from university and community-based agency personnel. In general, the university supervisor focused on technical aspects of teaching while the program director focused on the tone and types of interactions that occurred with the youth.
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