A Sustainable Service-Learning Program Embedded in PETE: Examining the Short-Term Influence on Preservice Teacher Outcomes

Autor/inn/en	Peralta, Louisa R.; Marvell, Claire L.; Cotton, Wayne G.
Titel	A Sustainable Service-Learning Program Embedded in PETE: Examining the Short-Term Influence on Preservice Teacher Outcomes
Quelle	In: Journal of Teaching in Physical Education, 40 (2021) 1, S.39-48 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Service Learning; Physical Education; Preservice Teacher Education; Sustainability; Preservice Teachers; Outcomes of Education + Suchen Sie Ihr Suchwort? Service-Learning; Körpererziehung; Sportunterricht; Lehramtsstudiengang; Lehrerausbildung; Nachhaltigkeit; Lernleistung; Schulerfolg
Abstract	Background: Studies have acknowledged the limitations of short-term service-learning programs. This highlights the importance of examining the influence of evidence-informed sustainable service-learning programs on preservice teachers' learning outcomes. Purpose: To explore the short-term influence of a sustainable service-learning program on first-year physical education teacher education (PETE) preservice teachers. Methods: Written reflections from 15 students (73% women and 27% men) in the first year of a PETE course were analyzed using Butin's conceptual model. Results: The service-learning experiences allowed first-year PETE preservice teachers to extend and refine their general pedagogical content, curriculum, and policy knowledge. However, PETE preservice teachers' learning was limited in terms of cultural, political, and postmodern perspectives. Discussion: This study provides recommendations for improving preservice teachers' learning in a sustainable service-learning program embedded in a PETE course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01