Service-learning within field experience of physical education teacher education in South Africa : experiences of pre-service and in-service teachers
Abstract
The re-implementation of Physical Education (PE) in the South African national
curriculum after an absence of more than ten years, has led to problems, such as
unqualified PE teachers and a lack of PE equipment. The purpose of this study was
to investigate the benefits and challenges experienced by pre-service and in-service
teachers in a service-learning Physical Education Teacher Education (PETE)
programme, in a South African school setting of unqualified PE teachers and a lack
of PE equipment. A total of 140 pre-service teachers presented PE lessons once a
week at a pre-school and primary school according to assignments involving course
content, critical reflection and the construction of PE equipment. Employing
qualitative methodology supported by limited quantitative data, data was collected
from reflections, interviews and questionnaires. Qualitative data was analysed using
an interpretive approach, while quantitative data was analysed using descriptive
statistics. The results show that pre-service and in-service teachers perceived the
programme as beneficial to all role players. Unique contributions of this study lie
in the experiences of the teachers that the barriers of teacher incompetence and a
lack of PE equipment, were overcome due to the service-learning programme
URI
http://hdl.handle.net/10394/32984https://journals.co.za/content/journal/10520/EJC-14fdd49772
https://hdl.handle.net/10520/EJC-14fdd49772
Collections
- Faculty of Health Sciences [2385]