Struggles and Successes of Pre-Service Teachers When Implementing a Student-Centered Curriculum in an After-School Program
Publication Date
1-1-2024
Document Type
Article
Publication Title
Action in Teacher Education
Volume
46
Issue
1
DOI
10.1080/01626620.2023.2260344
First Page
3
Last Page
20
Abstract
The purpose of the study is to examine pre-service teachers (PSTs)’ experience in implementing a student-centered curriculum integrating physical activity and literacy in an after-school program. Field notes along with journal and interview data from nine PSTs were analyzed using the constant comparison method. PSTs were able to look at the goal for the lesson and create learning opportunities that were a blend of the written curriculum and the transposition of that curriculum based on their and their students’ knowledge to create and teach the lesson. The experience allowed them to improve their pedagogical skills and suggests implications for how teacher educators might partner with after-school programs for service learning opportunities that benefit PSTs as well as K-12 students.
Keywords
after-school program, didactic, literacy, pedagogical content knowledge, physical education, Teacher preparation
Department
Kinesiology
Recommended Citation
Dominique Banville, Risto Marttinen, David Daum, and Kelly Johnston. "Struggles and Successes of Pre-Service Teachers When Implementing a Student-Centered Curriculum in an After-School Program" Action in Teacher Education (2024): 3-20. https://doi.org/10.1080/01626620.2023.2260344
