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The diversity of student backgrounds and the increasing number of school students from low socio-economic areas requires teachers to have an understanding of students' worlds and to be committed to social justice both within school structures and curriculum as well as in the life of the wider community. In this context, community service learning for teacher education students is becoming increasingly important. Social engagement with marginalised people, however, such as that experienced during community service learning, can be confronting for students as it is usually outside their previous life experience. This article examines the role of community service learning within teacher education nationally and internationally. First, the article focuses on national and international perspectives regarding community engagement, teacher education and service learning. Next, the article describes three Australian case studies of community service learning as purposeful workplace learning. Finally, the article reports findings relating to student teachers' efficacy for community engagement from one of these case study sites. The article proposes that the role of community service learning must be at the centre of debates about how teacher education should be reformed. Further, the article argues that community engagement of staff and students is also an expression of the corporate citizenship of the university.

Abstract-ThisTo investigate which components of self-efficacy might have more predictive power in predicting teachers' collective efficacy, regression analysis was run. The first subscale of self-efficacy, i.e., self-efficacy for students' engagement, was found to be a good predictor of teachers' self-efficacy. The paper presents possible differences in the sources of collective efficacy and teacher self-efficacy and the interaction between teachers' self-efficacy and collective efficacy. The conclusions and implications of the research are discussed with reference to Bandura's (1977) social cognitive theory and the earlier findings.

For more than 3 decades governments and education systems have struggled to address the gaps in educational outcomes between Indigenous and non-Indigenous students. Over the past 10 years it has become increasingly apparent that central to redressing these gaps is the development of teachers who are able to effectively engage with Indigenous students, their families and communities. The introduction of National Professional Standards has increased the focus on the development of pre-service teachers’ capacity to effectively teach Indigenous students. In 2008, the New South Wales Department of Education (DET) and four universities implemented an enhanced teacher training program (ETTP) that was delivered to final-year primary pre-service teachers. The success and continuing expansion of this program, coupled with the current national focus on building pre-service teachers’ capacity to teach Indigenous students, suggests it is timely to detail the critical design features of, and rationale for, this program to inform and support development of similar programs within pre-service teacher education. The article reports on four critical elements of the program: knowledge and understanding of Aboriginal history and culture; effective cross-cultural communication skills; holistic understanding of Aboriginal education and strategies required for improving Aboriginal student outcomes; and appropriate pedagogy and classroom management strategies.