You are here:

Viability of university service learning to support movement integration in elementary classrooms: Perspectives of teachers, university students, and course instructors
ARTICLE

, Longwood University, United States ; , University of South Carolina, United States ; , University of Idaho, United States ; , Methodist University, United States ; , , , University of South Carolina, United States ; , University of Northern Colorado, United States ; , University of South Carolina, United States ; , Iowa State University, United States

TATE Volume 72, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved June 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.03.003

Keywords