Hackett, Chris; Lavery, Shane

Abstract: This article explores the experiences of pre-service teachers who are involved in a program promoting leadership, community engagement and retreat training. It initially presents a review of the literature on the significant links between teacher commitment and quality teaching. It then describes how four significant dispositions: care, leadership, service and reflective practice, are embedded in a program entitled "ASPIRE" at The University of Notre Dame Australia. The program is designed to assist pre-service teachers in recognising and developing their sense of teaching vocation. An outline of the research methodology is provided. Specifically, the research is based on qualitative data derived from focus group interviews, personal reflections and feedback sheets from pre-service teachers currently participating in three aspects of the program: the Education Society, the Community Service-Learning Program and the Retreat Leaders Training Program. Participant reflections are then considered from each of these programs. The article highlights participant responses in two categories: motivation for involvement and benefits gained. From this discussion, the article affirms the necessity for purposeful experiences in the development of a sense of teaching vocation.

总结：

1、本文探讨职前教师参与了节目推广领导，社区参与和撤退培训的经验。它最初呈现在老师的承诺和教学质量之间的显著链接上。

2、描述了4显著配置：关怀，领导，服务，反思性实践，被嵌入在一个名为“ASPIRE”的巴黎圣母院澳大利亚大学课程。该计划的目的是在认识和发展自己的教学使命意识中协助职前教师。

3、文章强调两类参与者的回应：动机参与和利益获得。从这个讨论中，文章肯定了必要的教学使命意识的发展目的经验。

来源：Australian Journal of Teacher Education, v35 n1 p76-89 Feb 2010. 14 pp.