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

被引：18

作者：

Michael, Robert D. ^{[1
]}

Webster, Collin A. ^{[2
]}

Egan, Cate A. ^{[3
]}

Stewart, Gregory ^{[4
]}

Nilges, Lynda ^{[2
]}

Brian, Ali ^{[2
]}

Johnson, Robert ^{[2
]}

Carson, Russell ^{[5
]}

Orendorff, Karie ^{[2
]}

Vazou, Spyridoula ^{[6
]}

机构：

[1] Longwood Univ, Farmville, VA 23909 USA

[2] Univ South Carolina, Columbia, SC USA

[3] Univ Idaho, Moscow, ID 83843 USA

[4] Methodist Univ, Fayetteville, NC USA

[5] Univ Northern Colorado, Greeley, CO USA

[6] Iowa State Univ, Ames, IA USA

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 72卷

关键词：

Teacher education; Field experiences; Comprehensive school physical activity program; Physical activity promotion; PHYSICAL-ACTIVITY; PROMOTION; PROGRAM; TASK;

D O I：

10.1016/j.tate.2018.03.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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 pre-service and inservice educational initiatives to generate and sustain physically active school communities. Published by Elsevier Ltd.

引用

页码：122 / 132

页数：11