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

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Author(s)
Karen S. Meaney
Jeff M. Housman
Arnoldo Cavazos
Michelle L. Wilcox
Keywords
experiential-learning
sport pedagogy
social-cognitive theory
Theory and practice of education
LB5-3640

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URI
http://hdl.handle.net/20.500.12424/436811
Online Access
https://doaj.org/article/13f80783af764f1f95758aaaf45d4de1
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.
Date
2012-09-01
Type
Article
Identifier
oai:doaj.org/article:13f80783af764f1f95758aaaf45d4de1
1527-9316
https://doaj.org/article/13f80783af764f1f95758aaaf45d4de1
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Ethics in Higher Education

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