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

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Karen S. Meaney Jeff M. Housman Arnoldo Cavazos Michelle L. Wilcox

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.

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How to Cite
Meaney, K., Housman, J., Cavazos, A., & Wilcox, M. (2012). Examining Service-Learning in a Graduate Physical Education Teacher Education Course. Journal of the Scholarship of Teaching and Learning, 12(3), 108-124. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2148
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