Cognitive Disequilibrium and Service-Learning in Physical Education Teacher Education: Perceptions of Pre-Service Teachers in a Study Abroad Experience
Department or Administrative Unit
Physical Education School and Public Health
The purpose of this study was to explore preservice teachers’ experiences of cognitive disequilibrium (CD) theory during a service-learning project in a study abroad experience.
A case study with 8 participants was used. Data sources consisted of: Formal interviews, videos of planning, videos of teaching, videos of reflection sessions, and informal interviews. Data were analyzed utilizing open and axial coding (Corbin & Strauss, 2008). Trustworthiness strategies included: prolonged engagement, multiple data source triangulation, and member checks.
Results indicated four themes: “We made it our own thing”, “Summer camp for teachers”, “Struggle and disequilibrium”, and “By the end it was a transformation”.
CD was ultimately positive for these students. The positive resolution of CD catalyzed a transformative effect on their perceptions of their teaching. This was supported by positive peer interaction.
Ward, S., Pellett, H. H., & Perez, M. I. (2017). Cognitive Disequilibrium and Service-Learning in Physical Education Teacher Education: Perceptions of Pre-Service Teachers in a Study Abroad Experience. Journal of Teaching in Physical Education, 36(1), 70–82. https://doi.org/10.1123/jtpe.2015-0006
Journal of Teaching in Physical Education
© 2017 Human Kinetics, Inc.
This article was originally published in Journal of Teaching in Physical Education. The full-text article from the publisher can be found here.
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