Investigating the Reciprocal Nature of Service-Learning in Physical Education Teacher Education

Autor/inn/en	Galvan, Christine; Parker, Melissa
Titel	Investigating the Reciprocal Nature of Service-Learning in Physical Education Teacher Education
Quelle	In: Journal of Experiential Education, 34 (2011) 1, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.5193/JEE34.1.55
Schlagwörter	Preservice Teacher Education; Constructivism (Learning); Physical Education; Service Learning; Physical Education Teachers; Disadvantaged Youth; Youth Programs; Experiential Learning; Interviews; Journal Writing; Transcripts (Written Records); Pedagogical Content Knowledge; Cultural Awareness; Interpersonal Competence; Intergenerational Programs; Teamwork; Skill Development; Program Effectiveness; Physical Activities; Youth Opportunities + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Körpererziehung; Sportunterricht; Service-Learning; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Benachteiligter Jugendlicher; Jugendsofortprogramm; Experiental learning; Erfahrungsorientiertes Lernen; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Pädagogische Kompetenz; Cultural identity; Kulturelle Identität; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Constructivism theory (Crotty, 1998) served as the framework to investigate the reciprocal nature of a service-learning project that involved physical education pre-service teachers and urban underserved youth. Participants included three physical education teacher education (PETE) candidates and 15 youth between the ages of 6 and 13 who were primarily of Latino descent (96%). The service-learning course allowed the teacher candidates to experientially learn subject matter while serving a population in need. Data sources included field notes, participant interviews, and teacher journals. Data analysis identified that teacher candidates gained content knowledge, established protocol techniques, and experienced an enhanced awareness of cultural competence. Additionally, the youth learned sport skills, cooperation, and teamwork, and they established positive adult relationships. These findings suggest that PETE programs consider service-learning as a viable option when designing courses that emphasize authentic learning outcomes, critical reflection, and civic engagement. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10