Experiential Learning in a Canadian Physical Education Class: A Comparative Perspective from Pre-Service PE Teachers in Canada and China

Y

11

Foreign Countries; Physical Education; Physical Education Teachers; Teacher Education Programs; Comparative Education; Games; Experiential Learning; Preservice Teachers; Grants; Partnerships in Education; Student Attitudes; Risk; Resilience (Psychology); Team Sports; Physical Activities; Skill Development; Teaching Methods

Canada; China

10.1177/2096531120960152

2096-5311
2632-1742

This article focuses on a comparative analysis of traditional Physical Education games and experiential learning on the part of teacher candidates enrolled in an Ontario Faculty of Education and one in Southwest China. Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) partnership grant for research on Reciprocal Learning between Canada and China, the researchers conducted a qualitative study interviewing ten teacher candidates from the reciprocal Faculties of Education. Emergent themes included risk-taking and resilience, willingness to implement foreign practices, division of sport-related skills, and daily physical activity (DPA). Findings suggest that DPA is overlooked in Canadian classrooms; Chinese teachers are more likely to implement foreign practices, and skills development in traditional PE games is disparate between Canada and China.

As Provided

2022

EJ1351264