Abstract
Service-learning has been utilized in education for over twenty years with many positive student benefits cited: self-esteem, self-efficacy, personal and social responsibility, diversity awareness, tolerance, civic awareness, and overall content knowledge (Wade, 1997). Although service-learning experiences seem to flourish within the field of education, few studies exist in the realm of physical education teacher education (PETE). Since service-learning experiences can provide opportunities for teacher candidates to experientially learn aspects of teaching while serving a population in need, further investigation is warranted. The purpose of this study was to investigate the impact of a service-learning course on physical education teacher candidates and youth recipients. The study included three teacher candidates, ten youth recipients, two site administrators, and a university professor. The teacher candidates taught sport and skill related activities and adventure education classes for ten weeks. Data collection included field notes, interviews with the participants, and teacher candidate’s journal entries. Data analysis was on-going and emergent and the coding of data sources revealed three major thematic arenas: experiential learning, reflective teaching, and course structure. The experiential aspects of the course allowed the teacher candidates to gain knowledge regarding the affects of teaching underserved youth, specifically in the areas of teacher enlightenment, authentic teaching, and teacher preparation. The experience provided the teacher candidates with greater learning outcomes than previous methods courses. The candidates also reflected on their teaching through weekly seminars, feedback, and journal entries. The reflective process allowed the candidates to gain content knowledge and development while modifying lessons based on the needs of the youth being served. Although all participants considered the project beneficial, frustrations and concerns related to course structure were identified. Frustrations were in the areas of preparation, communication, and celebration. The findings suggest that service-learning allows physical education teacher candidates to experientially learn subject matter while serving individuals in need. Also, the symbiotic relationship between the university and collaborating agency proved to be beneficial. As a result of the findings, educators designing courses with authentic learning outcomes in mind should consider service-learning as a viable option. Educators should, however understand and practice the elements of service-learning (preparation, action, reflection, and celebration) when implementing such projects.