Community-Based Experiential Learning: A Way of Reflexive, Transformative, and Relational Pedagogy in Physical and Health Education Teacher Education (PHETE)
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Students in the post-secondary physical and health education teacher education (PHETE) programs are active and responsible participants in their own learning. In order to reach a deeper level of learning, students need to be fully engaged in their own learning and its outcomes. Inspiring these students, and then helping them translate that passion into proficiency in various areas in the field of physical and health education, are thus keys to the success of post-secondary PHETE programs. This viewpoint article discussed the potential contributions of community-based experiential learning (CBEL) approaches for PHETE programs as a way of promoting students’ active and responsible engagements in learning. Reflexive, transformative, and relational merits of CBEL in the context PHETE were explored.
Abstract
Students in the post-secondary physical and health education teacher education (PHETE) programs are active and responsible participants in their own learning. In order to reach a deeper level of learning, students need to be fully engaged in their own learning and its outcomes. Inspiring these students, and then helping them translate that passion into proficiency in various areas in the field of physical and health education, are thus keys to the success of post-secondary PHETE programs. This viewpoint article discussed the potential contributions of community-based experiential learning (CBEL) approaches for PHETE programs as a way of promoting students’ active and responsible engagements in learning. Reflexive, transformative, and relational merits of CBEL in the context PHETE were explored.