ERIC Number: EJ1258578
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: N/A
Service-Learning in Physical Education Teacher Education: Towards a Critical and Inclusive Perspective
Journal of Education for Teaching: International Research and Pedagogy, v46 n3 p395-407 2020
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.
Descriptors: Service Learning, Teacher Education, Critical Theory, Inclusion, Physical Education Teachers, Students with Disabilities, Curriculum Development, Curriculum Implementation, Student Journals, Reflection, Critical Thinking, Power Structure, Student Attitudes, Preservice Teachers, Psychomotor Skills, Cultural Awareness
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A