Service-learning in physical education teacher education: towards a critical and inclusive perspective
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Título
Service-learning in physical education teacher education: towards a critical and inclusive perspectiveFecha de publicación
2020-02-28Editor
Taylor & FrancisCita bibliográfica
CHIVA-BARTOLL, Oscar; CAPELLA-PERIS, Carlos; SALVADOR-GARCÍA, Celina. Service-learning in physical education teacher education: towards a critical and inclusive perspective. Journal of Education for Teaching, 2020, 46.3: 1-13.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.tandfonline.com/doi/abs/10.1080/02607476.2020.1733400Versión
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Resumen
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 ... [+]
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. [-]
Proyecto de investigación
Universitat Jaume I [grants OPI03A/18, UJI-A2017-03].Derechos de acceso
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