Examining the Reciprocal Nature of Service-Learning for Underserved Students and Preservice Teachers

Autor/inn/en	Galvan, Christine; Meaney, Karen; Gray, Virginia
Titel	Examining the Reciprocal Nature of Service-Learning for Underserved Students and Preservice Teachers
Quelle	In: Journal of Teaching in Physical Education, 37 (2018) 4, S.363-372 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Service Learning; Physical Education Teachers; Preservice Teachers; Teacher Education Programs; Program Effectiveness; Physical Fitness; Knowledge Level; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Service-Learning; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Leistungsfähigkeit; Wissensbasis; Benachteiligter Jugendlicher
Abstract	Background: Although service-learning scholarship in physical education teacher education (PETE) programs has shown positive results, little is known about the reciprocal benefits of PETE service-learning programs on underserved students and physical education preservice teachers. Purpose: This study examined the impacts on students and teachers of integrating two physical education curricula within a service-learning program using a mixed-methods approach. Methods: A pretest--posttest design investigated changes in cardiorespiratory endurance training among students (n = 50). Reflective journals, interviews, and field notes assessed program impact on preservice teachers (n = 16). Results: Findings revealed a significant improvement in cardiorespiratory endurance among students, while qualitative data provide evidence of increases in general pedagogical content, knowledge of curriculum, and knowledge of educational contexts among teachers. Discussion/Conclusion: This study adds important reciprocity findings to PETE service-learning literature. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01