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ERIC Number: EJ862176
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0031-8981
Pre-Service Teachers' Experiential Perspectives Based on a Multicultural Learning Service Practicum
Culp, Brian O.; Chepyator-Thomson, Jepkorir Rose; Hsu, Shan-Hui
Physical Educator, v66 n1 p23-36 Win 2009
An increased emphasis on multiculturalism in the United States has necessitated an awareness of culturally responsive pedagogy in physical education teacher education (PETE) programs. Practica in such programs along with reflection on these experiences are methods by which pre-service teachers can better appreciate the diverse nature of their students. The following study reports observations from the reflective journals of thirty junior and senior physical education teacher education pre-service teachers enrolled in a multicultural service learning practicum at a large southeastern university. Analysis of the pre-service teachers' journals revealed several thematic perspectives pertaining to (a) boundary crossings, (b) insider and outsider perspectives, and (c) language barriers. Results indicated that teachers in the practicum recognized the importance of utilizing multiple strategies of instruction for their students. Implications for PETE programs are that the multicultural learning practicum is of benefit to pre-service teachers' development of culturally responsive pedagogical skills, thus permitting them to acquire knowledge from diverse students' backgrounds.
Phi Epsilon Kappa Fraternity. 901 West New York Street, Indianapolis, IN 46202. Tel: 317-637-8431; Web site: http://www.phiepsilonkappa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A