Once a person assumes the mantle of teacher, one becomes a leader, first, in the classroom and then in the school (Crippen, 2005). With this position comes a delicate power and responsibility to the moral imperative. As such, this issue is critical as a component of teacher preparation programs. Goodlad (2004) sounds the alarm that our teacher preparation programs are remiss in responding to the need for moral literacy in our schools. The following paper will introduce the philosophy of servant-leadership, a moral way of serving, as defined by Robert K. Greenleaf (1970/1991) and will respond to Goodlad’s call with possibilities for preservice teachers that help them examine and define their role in contributing to the common good through servant-leadership.
Tag: teacher preparation
Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses
The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformation experiences. This study examined pre-service teachers’ critical reflection of the course materials and learning experiences in a Capstone course in Reflective Teaching and a course in Universal Design for Learning (UDL). Results suggest that similar learning experiences were identified as triggering a perspective transformation. When learners have the opportunity to engage in critical reflection, they may more easily question their personal perspectives as a result.