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Abstract

This article explores service learning as an instructional method for pre-service teachers. The qualitative study identified the importance of service learning projects in a teacher training program, and the effect it has on pre-service teacher’s perspective of social injustice within their future classrooms. The study utilized social injustice as the application topic for the service learning project. Pre-service teachers identified learning growth at the conclusion of the study and expressed the benefits of service learning in higher education teacher training programs.

DOI

10.15760/nwjte.2017.12.2.1

Persistent Identifier

http://archives.pdx.edu/ds/psu/22071

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