%0 Journal Article
%T Examining Service-Learning in a Graduate Physical Education Teacher Education Course
%A Karen S. Meaney
%A Jeff M. Housman
%A Arnoldo Cavazos
%A Michelle L. Wilcox
%J The Journal of Scholarship of Teaching and Learning
%D 2012
%I Indiana University
%X 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.
%K experiential-learning
%K sport pedagogy
%K social-cognitive theory
%U http://josotl.indiana.edu/article/view/2148