Abstract
Service-learning is a teaching strategy designed to provide learners opportunities to transfer theory to practice in an authentic environment while concurrently meeting genuine needs in the community. The reciprocal nature of service-learning differentiates this pedagogy from other learning venues including field experiences, internships, and student teaching. Recently the interest surrounding, as well as the utilization of service-learning, has grown in numerous academic disciplines including physical education teacher education (PETE). PETE research investigating the impact of service-learning in regards to student and community outcomes is also emerging. The purpose of this article is to provide a review of the current PETE service-learning literature. Components of the review include examination of theoretical frameworks, exploration of the impact of service-learning on PETE students and community participants, and recommendations for practice and future research.
Acknowledgements
The authors wish to thank Dr. Samuel R. Hodge at The Ohio State University for his thoughtful comments on an early version of this manuscript.