Preparing culturally competent teachers has become an important objective in physical education teacher education (PETE; Domangue & Carson, 2008). In recent years, interest in creating cultural competence has broadened to... [ view full abstract ]
Preparing culturally competent teachers has become an important objective in physical education teacher education (PETE; Domangue & Carson, 2008). In recent years, interest in creating cultural competence has broadened to include kinesiology and youth development programs, many of which utilize a service-learning model to enhance their academic courses that work with youth (Whitley & Walsh, 2014). Service-learning is a widely used pedagogical methodology in these three fields to facilitate practitioner growth through organized course-based learning, mutually beneficial service with community partners, and reflective practices (Bringle & Hatcher, 2011). Recently, the popularity of service-learning programs incorporating sport and physical activity to promote positive youth development has increased dramatically (Holt, Neeley & Slater et al., 2017). International service-learning (ISL) adds the additional aspect of an authentic experience through service in another country. These culturally diverse transnational experiences can stimulate practitioner growth through the practice of adapting to other cultures, increasing problem-solving skills, and promoting cognitive flexibility (Cho & Morris, 2015). Additionally, these global opportunities foster the creation of strategies to avoid cultural pitfalls and misunderstandings (Grusky, 2000) and enable the development of cultural competence through lived experiences (Ward, Henschel Pellett, & Perez, 2017).
The purpose of this symposium is to address the sub-theme of Empowering practitioners and supporting professional learning and to stimulate discussion regarding the theoretical frameworks, development, implementation, and evaluation of ISL experiences. Several main points from four faculty-led initiatives will be highlighted and will include: (a) creating and implementing international experiences to enrich academic programs; (b) enhancing opportunities for professional development of practitioners through cultural competence and field-based learning; and (c) establishing collaboration with local entities to develop mutually beneficial and sustainable partnerships.
