Service-learning in physical education teacher education: towards a critical and inclusive perspective

The purpose of this study was to analyse the impact of service-learning (SL) in physical education teacher education students (PETEs). The PETEs (n = 169) completed one of the editions of a SL program carried out between 2015-2018. This program consisted of designing and leading motor game sessions...

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Bibliographic Details
Published in:Journal of education for teaching : JET 2020-05, Vol.46 (3), p.395-407
Main Authors: Chiva-Bartoll, Òscar, Capella-Peris, Carlos, Salvador-García, Celina
Format: Article
Language:English
Subjects:
Children
Critical Theory
Critical Thinking
Cultural Awareness
Curriculum Development
Curriculum Implementation
Inclusion
Inclusive education
Learning
perspectives
Physical education
Physical education teacher education
Physical Education Teachers
Politics
Poststructuralism
Power Structure
Preservice Teachers
Psychomotor Skills
Reflection
Service Learning
Software
special educational needs
Student Attitudes
Student Journals
Student teachers
Students with Disabilities
Teacher Education
Teachers
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Summary:The purpose of this study was to analyse the impact of service-learning (SL) in physical education teacher education students (PETEs). The PETEs (n = 169) completed one of the editions of a SL program carried out between 2015-2018. This program consisted of designing and leading motor game sessions to facilitate the inclusion of 116 children with special educational needs (SEN). The program was based on Kolb's learning stages to promote reflection and critical thinking. Reflective journals were used as an instrument to gather information from their experiences. These data were analysed qualitatively through a multiphase approach, initial open-coding and axial coding, using NVivo (10) software. Results were displayed through the categories of Butin's Conceptual Model: technical, cultural, political, and post-structural perspectives. SL provided the pre-service teachers an inclusive educational experience, allowing them to link theory and practice in a truly operative way.
ISSN:0260-7476
1360-0540
DOI:10.1080/02607476.2020.1733400