Examining Service-Learning in a Graduate Physical Education Teacher Education CourseReport as inadecuate




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Journal of the Scholarship of Teaching and Learning, v12 n3 p108-124 Sep 2012

This study was designed to explore the impact of service-learning on graduate physical education teacher education students. Social-Cognitive Theory (Bandura, 1986; 1999) served as the framework to examine graduate student's experiences in a service-learning program. Participants were graduate students (N =16) enrolled in a curriculum and instruction in physical education course at a major university in the southwest United States. The course's service-learning component provided graduate students opportunities to teach physical activity to Hispanic-American and African-American children from low-socioeconomic backgrounds. Participant's described their experiences through weekly reflections and discussions. Content analysis of data sources indicated that participation in the service-learning program strengthened graduate student's efficacy for teaching, contributed to their acquisition of varied teaching strategies, and enhanced graduate students understanding of children living in low-income, minority households. Findings suggest service-learning can be a valuable pedagogy to infuse into graduate teacher education programs. (Contains 2 figures and 1 table.)

Descriptors: Physical Education, Physical Activities, Teaching Methods, Teacher Education, Teacher Education Programs, Content Analysis, Physical Education Teachers, Service Learning, Epistemology, Graduate Students, Social Theories, Higher Education, Experiential Learning, Self Efficacy, Educational Strategies

Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl[at]iupui.edu; Web site: http://www.iupui.edu/~josotl





Author: Meaney, Karen S.; Housman, Jeff; Cavazos, Arnoldo; Wilcox, Michelle L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1917&id=EJ992120







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