Community Partnership Strategies to Facilitate Service-Learning Opportunities in PETE K–12 Schools

Abstract

University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One way to do so is through service-learning, which focuses on equal partnerships between K-12 schools, the university, and other parties involved (e.g., university students, community members). However, it can be challenging to develop meaningful field and service-learning experiences for pre-service teachers (PST) due to a myriad of reasons (e.g., location, resources). This article discusses strategies for community, K-12 school, and university partnerships using a service-learning approach. Recommendations for developing sustainable partnerships are also provided.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Cate A. Egan

Cate A. Egan ([email protected]) is an associate professor in the Department of Movement Sciences at the University of Idaho in Moscow, ID.

Karie L. Orendorff

Karie L. Orendorff is an assistant professor in the Department of Systems, Nutrition & Kinesiology Health & Human Development at Montana State University in Bozeman, MT.

Christopher B. Merica

Christopher B. Merica is an assistant professor in the School of Health and Applied Human Sciences at the University of North Carolina Wilmington in Wilmington, NC.