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

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 stude...

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Bibliographic Details
Published in:The journal of scholarship of teaching and learning 2012-09, Vol.12 (3), p.108
Main Authors: Meaney, Karen S, Housman, Jeff M, Cavazos, Arnoldo, Wilcox, Michelle L
Format: Article
Language:English
Subjects:
Content Analysis
Educational Strategies
Epistemology
Experiential Learning
Graduate Students
Higher Education
Learning
Physical Activities
Physical Education
Physical Education Teachers
Self Efficacy
Service Learning
Social Theories
social-cognitive theory
sport pedagogy
Teacher Education
Teacher Education Programs
Teaching
Teaching Methods
United States
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Summary: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.
ISSN:1527-9316
1527-9316