scholarly journals Innovative Analysis of Service-Learning Effects in Physical Education: A Mixed-Methods Approach

2020 ◽  
Vol 39 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Carlos Capella-Peris ◽  
Jesús Gil-Gómez ◽  
Òscar Chiva-Bartoll
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
Physical Education ◽  
Service Learning ◽  
Motor Skills ◽  
Life Histories ◽  
Language Games ◽  
Learning Effects ◽  
Learning Program ◽  
Quantitative Evidence

Purpose: To compare the development of teaching competency in preservice teachers of physical education (n = 96) through two different modalities of intervention from the same service-learning program. The preservice teachers provided a direct service to children with motor functional diversity, promoting their motor skills and counteracting their lack of social attention. Method: The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of two nonequivalent experimental groups implementing the following instrument: the Teaching Competency while performing Motor Skills and Body Language Games Rubric. Meanwhile, qualitative analysis was undertaken by elaborating upon 12 life histories of multiple crossed stories. Results: The quantitative results provided significant evidence regarding the academic effect of service-learning on preservice teachers, while the qualitative interpretation complemented this view, reflecting on how this learning was developed. Discussion/Conclusion: The authors provided the original findings of the service-learning effects on the teaching competency of preservice teachers as well as the promotion of additional academic and social learning.

scholarly journals Alcance del aprendizaje-servicio en la formación inicial docente de educación física: una aproximación metodológica mixta (Scope of service-learning in physical education teacher education: a mixed methodological approach)

Retos ◽  
2019 ◽  
pp. 465-472
Author(s):  
Carlos Capella-Peris ◽  
Celina Salvador-García ◽  
Òscar Chiva-Bartoll ◽  
Pedro Jesús Ruiz-Montero
Keyword(s):  
Physical Education ◽  
Service Learning ◽  
Life Histories ◽  
Methodological Approach ◽  
Data Transformation ◽  
Language Games ◽  
Learning Program ◽  
Physical Education Teacher Education ◽  
Teaching Competence ◽  
Quasi Experimental

Esta investigación compara el desarrollo de la competencia docente, del alumnado en didáctica de la educación física (n = 96), a través de dos modalidades de intervención de un mismo programa de aprendizaje-servicio. El estudio se aborda utilizando los métodos mixtos con triangulación metodológica. El apartado cuantitativo se afronta a través de un diseño cuasi-experimental de grupos no equivalentes con dos grupos experimentales, utilizando la rúbrica para medir la competencia docente al aplicar juegos motores y expresivos (Capella, Gil, Chiva, & Martí, 2015). La vertiente cualitativa se desarrolla analizando diversas historias de vida de relatos múltiples cruzados. Igualmente, también se realiza una transformación de resultados expresando de forma cuantitativa los resultados cualitativos. Mientras los resultados cuantitativos proporcionan evidencias significativas respecto a la promoción de la competencia docente del alumnado universitario (p < .01), la interpretación cualitativa complementa esta visión reflejando cómo se desarrolló dicha competencia. Por otra parte, la transformación de resultados destaca la notable presencia de cada aspecto analizado en el discurso de los informantes. Finalmente, se concluye que la aplicación del programa de aprendizaje-servicio estimuló la competencia docente del alumnado participante, además de fomentar numerosos y valiosos aprendizajes académicos adicionales.Abstract. This research compares the development of teaching competence through two modalities of intervention from the same service-learning program. Participants were students enrolled in a course on didactics of physical education (n = 96). The study employs a mixed-method design with methodological triangulation. The quantitative portion of the study uses a quasi-experimental approach based on non-equivalent groups with two experimental groups. A rubric measuring teaching competence during the carrying out of motor and body language games (Capella et al., 2015) was used. The qualitative portion is developed through several life histories of multiple crossed stories. Likewise, a data transformation is also performed so to express the qualitative results in a quantitative way. While the quantitative results provide significant evidences regarding the promotion of teaching competence among students (p < .01), the qualitative interpretation complements this view explaining how this competence was developed. In addition, the data transformation highlights a remarkable presence of each aspect analyzed in the discourse of the interviewees. Finally, we conclude that the implementation of the service-learning program enhanced teaching competence of university students, at the same time as additional academic learnings were promoted.

Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education

2008 ◽  
Vol 27 (3) ◽  
pp. 347-367 ◽  
Author(s):  
Elizabeth Domangue ◽  
Russell Lee Carson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Hurricane Katrina ◽  
Cultural Competency ◽  
Physical Education Teacher ◽  
Learning Program ◽  
Education Teacher ◽  
Physical Education Teacher Education

Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cultural competency. Reflective journals and interviews were qualitative data sources used to identify significant elements of the service-learning program that elicited thoughts about the role of cultural competency in teaching. Findings revealed that there were changes in cultural competency. Triangulation of the data suggested that the service-learning participants identified consistent engagement, exposure to another culture, and an engaged instructor as key contributors to cultural competency within the service-learning program.

Examining the Reciprocal Nature of Service-Learning for Underserved Students and Preservice Teachers

2018 ◽  
Vol 37 (4) ◽  
pp. 363-372 ◽  
Author(s):  
Christine Galvan ◽  
Karen Meaney ◽  
Virginia Gray
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Learning Program ◽  
Pedagogical Content ◽  
Underserved Students ◽  
Physical Education Teacher Education ◽  
Learning Programs ◽  
Pete Programs ◽  
Cardiorespiratory Endurance

Background: Although service-learning scholarship in physical education teacher education (PETE) programs has shown positive results, little is known about the reciprocal benefits of PETE service-learning programs on underserved students and physical education preservice teachers. Purpose: This study examined the impacts on students and teachers of integrating two physical education curricula within a service-learning program using a mixed-methods approach. Methods: A pretest–posttest design investigated changes in cardiorespiratory endurance training among students (n = 50). Reflective journals, interviews, and field notes assessed program impact on preservice teachers (n = 16). Results: Findings revealed a significant improvement in cardiorespiratory endurance among students, while qualitative data provide evidence of increases in general pedagogical content, knowledge of curriculum, and knowledge of educational contexts among teachers. Discussion/Conclusion: This study adds important reciprocity findings to PETE service-learning literature.

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

Lessons Learned From 15 Years of Service-Learning

2018 ◽  
pp. 17-40
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

“If Not Me, Then Who?”

2018 ◽  
pp. 1-22
Author(s):  
Elizabeth Ann Ethridge ◽  
Vickie E. Lake ◽  
Amber H. Beisly
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Mixed Methods ◽  
Service Learning ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Agents Of Change ◽  
Sense Of Power

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.

Lessons Learned From 15 Years of Service-Learning

2021 ◽  
pp. 903-925
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Teaching Personal and Social Responsibility in Physical Education Teacher Education

2018 ◽  
pp. 143-162 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Victoria Nicole Ivy ◽  
Michael A. Lawson ◽  
Tania Alameda-Lawson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Social Responsibility ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Low Income Children ◽  
Personal And Social Responsibility

Service-learning has gained popularity in physical education programs as a way to prepare pre-service teachers to work with culturally diverse students. The chapter contributes to this growing movement developing a conceptual framework for the development of a service-learning program fit to meet (a) the learning needs of low-income children and families; (b) the education, training, and socialization needs of preservice teachers; and (c) the design requirements of best practice interventions. A research- and theory-driven application of service-learning through the teaching personal and social responsibility pedagogical model is overviewed in reference to one physical education teacher education program. Lessons learned from the implementation of this model are discussed, as are implications for practice. Improvement science is offered a methodology that can help researchers develop the responsiveness of these initiatives while also furthering the research base of the field.

scholarly journals Social, Personal, and Innovative Competencies Effect of Service-Learning in Physical Education Teacher Education: A Mixed-Methods Analysis

2021 ◽  
Vol 6 ◽  
Author(s):  
Carlos Capella-Peris ◽  
Manuel Martí-Puig ◽  
Celina Salvador-García ◽  
María Maravé-Vivas
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Physical Education ◽  
Service Learning ◽  
Social Entrepreneurship ◽  
Physical Education Teacher ◽  
Education Students ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Students

The purpose of this study was to compare the development of social entrepreneurship competency in physical education teacher education students (n = 89), through two modalities of intervention from the same service-learning program. The student teachers provided a direct service to children with motor functional diversity, promoting their motor skills and counteracting their lack of social attention. The study was conducted using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of two non-equivalent experimental groups implementing the Social Entrepreneurship Competency Scale. Qualitative analysis was undertaken by elaborating 12 life histories of multiple crossed stories. Quantitative results provide significant evidence about the social entrepreneurship competency effect of service-learning on physical education teacher education students while qualitative interpretation complements this view, reflecting how this competency was developed. We provide original findings on promotion of personal, social, and innovative social entrepreneurship competency features as well as the promotion of moral and civic values.

“If Not Me, Then Who?”

2019 ◽  
pp. 1264-1285
Author(s):  
Elizabeth Ann Ethridge ◽  
Vickie E. Lake ◽  
Amber H. Beisly
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Mixed Methods ◽  
Service Learning ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Agents Of Change ◽  
Sense Of Power

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.

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