Formative, professional, sense of community and personal development of future Physical Education teachers through service-learning
DOI:
https://doi.org/10.47197/retos.v79.116467Keywords:
Service-learning, professional development, teacher education, qualitative research, Physical EducationAbstract
Introduction: Universities face the challenge of providing useful and authentic learning experiences in initial teacher education. In the field of Physical Education, Service-Learning is a methodology that can address such a need, as it integrates the acquisition of knowledge with participation in community contexts.
Objective: The aim of the study was to analyze how a Service-Learning program influenced the personal, professional, educational, and community development of students enrolled in a motor skills-related course within the Degree in Physical Activity and Sport Sciences.
Methodology: A qualitative approach was employed. Reflective journals completed by 54 students participating in the program were analyzed.
Results: The results showed that the experience promoted the acquisition of technical skills, increased students’ sensitivity toward diversity, and promoted social commitment and civic responsibility. In addition, the program encouraged reflective processes related to their future professional practice.
Discussion: The results were consistent with previous findings in the literature that highlight the potential of Service-Learning to promote comprehensive development among university students by combining academic learning with real practice experiences in community contexts.
Conclusions: The incorporation of Service-Learning in the initial training of Physical Education teachers emerges as a pedagogical strategy that promotes comprehensive education that goes beyond exclusively technical learning.
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