Pre-Service Physical Education Teachers' Indigenous Knowledge, Cultural Competency and Pedagogy: A Service Learning Intervention

Autor/inn/en	Peralta, Louisa R.; O'Connor, Donna; Cotton, Wayne G.; Bennie, Andrew
Titel	Pre-Service Physical Education Teachers' Indigenous Knowledge, Cultural Competency and Pedagogy: A Service Learning Intervention
Quelle	In: Teaching Education, 27 (2016) 3, S.248-266 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2015.1113248
Schlagwörter	Preservice Teachers; Physical Education Teachers; Indigenous Knowledge; Focus Groups; Cultural Awareness; Service Learning; Teaching Methods; Experiential Learning; Journal Writing; Reflection; Multicultural Education; Attitude Change; Teacher Attitudes; Indigenous Populations; Student Centered Learning; Culturally Relevant Education; Mentors; Teaching Styles; Foreign Countries; Student Attitudes; Cultural Differences; Mixed Methods Research; Interviews; Likert Scales; Australia + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Cultural identity; Kulturelle Identität; Service-Learning; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Zeitschriftenaufsatz; Multikulturelle Erziehung; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Sinti und Roma; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrstil; Unterrichtsstil; Ausland; Schülerverhalten; Kultureller Unterschied; Interviewing; Interviewtechnik; Likert-Skala; Australien
Abstract	In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers' Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers' (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers' perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01