The Effects of Using Academic Role-Playing in a Teacher Education Service-Learning Course

This study examines the effects of academic role-playing, using an adapted Shaftel model, in an undergraduate physical education and coaching service-learning course at a large urban university. Grounded in constructivist learning theory, the research treats role-play as an active, student-centered strategy that lets future teachers and coaches rehearse real-world instructional problems in a low-risk setting. The investigation compares an intervention group of 52 students with a control group of 50, addressing how role-play affects peer and instructor interaction, students' positive responses to course content, and their confidence.

The central findings point to measurable gains in engagement. Students in the role-play condition scored significantly higher on two of six course effectiveness items: the instructor asking students to discuss topics (p=.037) and students asking and responding to questions (p=.039). Qualitative data from a focus group and questionnaires reinforced these results, with 22 of 24 pre-service teachers preferring role-play to lecture, two rating both approaches equally, and none favoring lecture. Twenty-one participants reported feeling more engaged during role-play sessions.

The authors conclude that academic role-play enhances classroom interaction and strengthens students' confidence in their teaching abilities. These conclusions are tempered by acknowledged limitations, including reliance on an adapted rather than standard Shaftel model and the need for further investigation of background variables. The study also did not control for factors such as course grade incentives, so its results should not be broadly generalized to all teacher education students, particularly those preparing for physical education and coaching careers. The work situates role-play as a common precursor to student teaching, positioning it as a promising but context-dependent strategy in pre-service preparation.