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Pre-Service Teachers Learning through Service-Learning in a Low SES School
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- Author(s): Marttinen, Risto (ORCID
Marttinen, Risto (ORCID 0000-0003-3807-5684 ); Daum, David N.; Banville, Dominique; Fredrick, Ray N.- Language:
English- Source:
Physical Education and Sport Pedagogy. 2020 25(1):1-15.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 15
- Education Level: Higher Education
Postsecondary Education
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6 - Subject Terms: Preservice Teachers; Service Learning; Low Income; After School Programs; Physical Education; Program Descriptions; Teaching Methods; Literacy Education; Grade 5; Grade 6; Diaries; Student Attitudes; Grounded Theory; Student Behavior; Classroom Techniques; Teaching Skills; Health Education; Values Education; Disadvantaged Schools; Case Studies; Elementary School Students; Physical Education Teachers; Teacher Education Programs
- Subject Terms:
- Accession Number: 10.1080/17408989.2019.1670153
- ISSN: 1740-8989
- Abstract: Background and purpose: The purpose of this research was to understand the experiences of pre-service teachers in a service-learning program. The research questions that guided this research were: (1) How does an after-school service-learning program that utilizes pre-service teachers develop students' pedagogy? (2) What are the experiences of pre-service teachers teaching in low SES schools through a service-learning approach? Methods: During the 2016-2017 school year, nine pre-service physical education students took part in a service-learning program. The REACH program was a free after-school physical education and literacy program for 5th and 6th grade students at a low SES school. This program consisted of two-hour sessions, twice per week, for 30-weeks starting in the Fall and ending in the Spring. Data consisted of interviews, pre-service teachers' journals, researcher journals, and researcher field notes. In total, 500 pages of data were analyzed using the constant comparative technique. Two researchers independently coded these data and a peer reviewer then separately reviewed the data and findings. Results: Three themes emerged from the data analysis. Theme 1 -- Developing pedagogies in real-world settings. Theme 2 -- Connecting with students and learning how to manage behavior. Theme 3 -- Teaching in a low SES school: A wake-up call. Conclusions and implications: Pre-service teachers in this study were able to practice their pedagogy in a real-world environment and gain valuable experience in developing classroom and behavior management skills. The REACH program provides a model for a service-learning approach where pre-service students can practice and refine their teaching skills through extended involvement in an after-school program that served students in a low SES community.
- Abstract: As Provided
- Publication Date: 2019
- Accession Number: EJ1237612
- Availability:
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