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

in Journal of Teaching in Physical Education

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Christine GalvanCalifornia State University Long Beach

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Karen MeaneyTexas State University

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Virginia GrayCalifornia State University Long Beach

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DOI:
https://doi.org/10.1123/jtpe.2018-0051
Keywords:
fitness model; physical education; reciprocity; responsibility model; teaching; underserved populations
In Print:
Volume 37: Issue 4
Page Range:
363–372
Restricted access

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.

Galvan and Gray are with California State University Long Beach, Long Beach, CA. Meaney is with Texas State University, San Marocs, TX.

Address author correspondence to Christine Galvan at christine.galvan@csulb.edu.
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