Struggles and Successes of Pre-Service Teachers When Implementing a Student-Centered Curriculum in an After-School Program

ABSTRACTThe 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: Teacher preparationphysical educationliteracyafter-school programdidacticpedagogical content knowledge Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDominique BanvilleDominique Banville, Ph.D. is an Associate Professor in the School of Education within the College of Education and Human Development at George Mason University. Her research interests focus on the curriculum and Instruction of physical education in the schools, and the preparation, induction, and professional development of physical education teachers.Risto MarttinenRisto Marttinen, Ed.D. is an Associate Professor in the School of Education within the College of Education and Human Development at George Mason University. His research revolves around implementing sustainable and educational after-school physical education programs in elementary and middle schools.David DaumDavid Daum, Ph.D. is an Associate Professor in the Department of Kinesiology at San Jose State University. His primary areas of research include investigating online physical education and its implications regarding meeting the purpose of physical education, the use of technology in physical education, and youth physical activity levels during the school day.Kelly JohnstonKelly Johnston, Ed.D., is an assistant professor in the School of Education at Baylor University. Dr. Johnston's program of research examines how children and youth engage with literacy across contexts and the implications for literacy development and well-being in underserved communities.