Research in Dance and Physical Activity

Editorial Board and Research Ethics Committee

Research in Dance and Physical Activity - Vol. 2 , No. 1
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[ Article ]
Research in Dance and Physical Education - Vol. 2, No. 1, pp. 29-38
ISSN: 2586-1034 (Online)
Print publication date 30 Jun 2018
Received 30 Apr 2018 Revised 23 May 2018 Accepted 21 Jun 2018
DOI: https://doi.org/10.26584/RDPE.2018.6.2.1.29

Community-Based Experiential Learning: A Way of Reflexive, Transformative, and Relational Pedagogy in Physical and Health Education Teacher Education (PHETE)
Kyoung June Yi* ; Young Hoon Lee
University of Manitoba, Canada

Correspondence to : *kyoungjune.yi@umanitoba.ca

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.

Keywords: experience, pedagogy, physical and health education (PHE), physical and health education teacher education (PHETE), community-based experiential learning (CBEL)
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Hosung So
Professor, California State University, San Bernardino, USA
E-mail: hosungso@csusb.edu