Viability of university service learning to support movement integration in elementary classrooms: Perspectives of teachers, university students, and course instructors
Robert D. Michael, Longwood University, United States ; Collin A. Webster, University of South Carolina, United States ; Cate A. Egan, University of Idaho, United States ; Gregory Stewart, Methodist University, United States ; Lynda Nilges, Ali Brian, Robert Johnson, University of South Carolina, United States ; Russell Carson, University of Northern Colorado, United States ; Karie Orendorff, University of South Carolina, United States ; Spyridoula Vazou, Iowa State University, United States
TATE Volume 72, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
This study examined the views of elementary classroom teachers (CTs), preservice CTs (PCTs), and course instructors who were involved with a university course that drew upon principles of constructivism and SL to prepare preservice CTs to use MI. Focus groups were thematically analyzed using constant comparison techniques to identify perceived successes and challenges of the course. Findings centered on three major themes, including real-world context, learning embedded in a social context, and scaffolding. This study adds to the emerging research base on school-university partnerships to support both preservice and inservice educational initiatives to generate and sustain physically active school communities.
Michael, R.D., Webster, C.A., Egan, C.A., Stewart, G., Nilges, L., Brian, A., Johnson, R., Carson, R., Orendorff, K. & Vazou, S. (2018). Viability of university service learning to support movement integration in elementary classrooms: Perspectives of teachers, university students, and course instructors. Teaching and Teacher Education: An International Journal of Research and Studies, 72(1), 122-132. Elsevier Ltd.