Service-Learning and Pre-Service Educators' Cultural Competence for Teaching: An Exploratory Study

Abstract

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 under-served 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.

12. Engaging Students in the Community as Part of Classroom Learning and for Future Benefits

“…This collection of skills was believed to assist in furthering their education and fulfilling their career aspirations. Other researchers also noted that students recognize the general skills developed (Gandy, Pierce, & Brooke-Smith, 2009;Madsen & Turnbull, 2006) and the importance of becoming sensitive to differences in cultures -something that could not be learned from a textbook or lecture (Meaney, Bohler, Kopf, Hernandez, & Scott, 2008).…”

Participation of the Students in the Activities of Recreation in Vocational Schools

“…Within the fields of kinesiology and physical education teacher education, there have been a growing number of courses and curricula that utilize service-learning as a pedagogical strategy. For example, service-learning courses have been used to conduct a youth fitness program (Petersen, Judge, & Pierce, 2012), to provide physical activity opportunities for children with disabilities (Richards, Wilson, & Eubank, 2012), and to teach physical education to low-income students (Meaney, et al, 2008).…”

Implementing Service Learning in a General Education Course: What Have We Learned from Our Experiences?

“…Studies suggest that service learning helps to bridge the gap between abstract concepts of theoretical knowledge and the realworld, which not only promotes critical-thinking and problem-solving skills, but also increases exposure to community issues and challenges their concepts of social inequalities [2], [3]. A learning and teaching approach such as this can be relevant and beneficial to teacher education programs [4,5,6,7] in enhancing teaching skills [8,9] and has the potential for empowering pre-service teachers to confront social injustice practices [10].…”