Abstract This national thought was designed to gain an understanding of the status of service-learning in teacher education programs.

Abstract

This national thought was designed to gain an understanding of the status of service-learning in teacher education programs. terminates indicate that service-learning is introduced to preservice teachers in the majority of teacher education institutions (59%) while 37% prepare their teacher candidates to use service-learning as a teaching order Although service-learning exists in the language and curriculum of the majority of teacher education programs, it still resides largely in succession the periphery. The quality, silence and integration of service-learning are exceedingly limited. Teacher educators need increased institutional support and a deeper understanding of service-learning theory and practice for it to become