Examining Service-Learning in a Graduate Physical Education Teacher Education Course

Autor/inn/en	Meaney, Karen S.; Housman, Jeff; Cavazos, Arnoldo; Wilcox, Michelle L.
Titel	Examining Service-Learning in a Graduate Physical Education Teacher Education Course
Quelle	In: Journal of the Scholarship of Teaching and Learning, 12 (2012) 3, S.108-124 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	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; United States + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Inhaltsanalyse; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Service-Learning; Erkenntnistheorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gesellschaftstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Experiental learning; Erfahrungsorientiertes Lernen; Self-efficacy; Selbstwirksamkeit; Lehrstrategie; USA
Abstract	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.) (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10