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

ABSTRACT

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.

KEYWORDS:

• Physical education teacher education
• inclusion
• reflection
• perspectives
• special educational needs

Acknowledgments

The authors thank the NIH Library Writing Center for manuscript editing assistance.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Grants UJI-A2017-03 and OPI-UJI (OPI03A/18); Universitat Jaume I [OPI03A/18, UJI-A2017-03].