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

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

dc.contributor.author	Chiva Bartoll, Óscar
dc.contributor.author	Capella Peris, Carlos
dc.contributor.author	Salvador García, Celina
dc.date.accessioned	2021-04-13T12:10:51Z
dc.date.available	2021-04-13T12:10:51Z
dc.date.issued	2020
dc.identifier.uri	https://hdl.handle.net/10550/78597
dc.description.abstract	The purpose of this study was to analyse the impact of servicelearning (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.
dc.language.iso	eng
dc.relation.ispartof	Journal Of Education For Teaching, 2020, vol. 46, num. 3, p. 395-407
dc.source	Chiva Bartoll, Òscar Capella Peris, Carlos Salvador García, Celina 2020 Service-learning in physical education teacher education: towards a critical and inclusive perspective Journal Of Education For Teaching 46 3 395 407
dc.subject	Mestres
dc.subject	Educació física
dc.subject	Perspectiva
dc.title	Service-learning in physical education teacher education: towards a critical and inclusive perspective
dc.type	journal article	es_ES
dc.date.updated	2021-04-13T12:10:51Z
dc.identifier.doi	https://doi.org/10.1080/02607476.2020.1733400
dc.identifier.idgrec	144966
dc.rights.accessRights	open access	es_ES