ERIC Number: EJ853334
Record Type: Journal
Publication Date: 2008-Nov
Abstractor: As Provided
Reference Count: 0
Service-Learning and Pre-Service Educators' Cultural Competence for Teaching: An Exploratory Study
Meaney, Karen S.; Bohler, Heidi R.; Kopf, Kelcie; Hernandez, Lesley; Scott, LaTosha S.
Journal of Experiential Education, v31 n2 p189-208 Nov 2008
Social-cognitive theory (Bandura, 1986) served as the framework to examine a physical education service-learning program's impact on pre-service educators' cultural competence. Participants included 53 undergraduates enrolled in two sections of Health and Physical Education for Children. The course's service-learning component provided pre-service educators opportunities to teach physical education to African-American and Hispanic children from low socioeconomic backgrounds. Participants described their experiences via daily logs, weekly reflections, and focus group interviews. Content analyses of the multiple data sources indicated that daily interaction with the children broadened participants' understanding of underserved children, changed their preconceived stereotypes, improved their language and communication skills, and impacted future teaching expectations. These findings suggest service-learning programs may valuably enhance pre-service educators' cultural competence for teaching.
Descriptors: Physical Education, Focus Groups, Communication Skills, Epistemology, Service Learning, Preservice Teacher Education, Preservice Teachers, Undergraduate Students, African American Students, Hispanic American Students, Content Analysis, Instructional Effectiveness, Teacher Attitudes, Disadvantaged, Teacher Education Curriculum, Physical Education Teachers, Culturally Relevant Education
Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: email@example.com; Web site: http://www.aee.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A