Investigating the Reciprocal Nature of Service-Learning in Physical Education Teacher Education

Abstract

Constructivism theory (Crotty, 1998) served as the framework to investigate the reciprocal nature of a service-learning project that involved physical education pre-service teachers and urban underserved youth. Participants included three physical education teacher education (PETE) candidates and 15 youth between the ages of 6 and 13 who were primarily of Latino descent (96%). The service-learning course allowed the teacher candidates to experientially learn subject matter while serving a population in need. Data sources included field notes, participant interviews, and teacher journals. Data analysis identified that teacher candidates gained content knowledge, established protocol techniques, and experienced an enhanced awareness of cultural competence. Additionally, the youth learned sport skills, cooperation, and teamwork, and they established positive adult relationships. These findings suggest that PETE programs consider service-learning as a viable option when designing courses that emphasize authentic learning outcomes, critical reflection, and civic engagement.