ABSTRACT
The service-learning movement has seen significant growth in the past decade. Bolstered by federal legislation such as the National and Community Service Act of 1990 and the National Service Trust Act of 1993, and promoted by states and local school districts that are requiring service for graduation, service-learning is moving from the fringes into the mainstream. With a recent pronouncement by Jeremy Rifkin (1996), noted economist, on the status of work in America that “service-learning may be the antidote for society” (44) well into the next century, many people in the fields of education, economics, and the social sciences are viewing the development and expansion of service-learning as a serious agenda item. Given this need and desire for expansion and development, the preparation of teachers to deliver this educational philosophy and methodology is more important than ever.
