The impact of service learning on the training of pre-service teachers: Analysis from a physical education subject

This paper discusses the effects of the use of service learning in pre-service teachers (PSTs). This methodology has been applied for two academic years at a Spanish university, providing a direct service for children with special educational needs (SEN) through motor and expressive games. We used B...

Full description

Saved in:
Bibliographic Details
Published in:European physical education review 2015-11, Vol.21 (4), p.467-484
Main Authors: Gil-Gómez, Jesús, Chiva-Bartoll, Óscar, Martí-Puig, Manuel
Format: Article
Language:English
Subjects:
Adapted Physical Education
Behinderung
Content Analysis
Cultural Awareness
Effektivität
Erfahrung
Fachdidaktik
Foreign Countries
Identität
Inklusion
Kind
Knowledge Base for Teaching
Kognitives Lernen
Kompetenz
Lehren
Lehrerausbildung
Physical Education
Political Attitudes
Preservice Teacher Education
Preservice Teachers
Professional Identity
Reflection
Relevance (Education)
Service Learning
Soziales Lernen
Spanien
Special Education
Sportpädagogik
Sportspiel
Sportunterricht
Student
Student Journals
Teaching Skills
Theory Practice Relationship
Training Methods
United Kingdom
Unterrichtsmethode
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper discusses the effects of the use of service learning in pre-service teachers (PSTs). This methodology has been applied for two academic years at a Spanish university, providing a direct service for children with special educational needs (SEN) through motor and expressive games. We used Butin's model for the analysis of data collected through written reflections. The results show significant academic and personal learning, especially in areas useful for future teachers. The paper also proposes an extension (subcategories) of the original explanatory model. Verf.-Referat.
ISSN:1741-2749
1356-336X
1741-2749
DOI:10.1177/1356336X15582358