Service-learning in physical education teacher education: towards a critical and inclusive perspective
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Other documents of the author: Chiva-Bartoll, Oscar; Capella-Peris, Carlos; Salvador-Garcia, Celina
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Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
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Title
Service-learning in physical education teacher education: towards a critical and inclusive perspectiveDate
2020-02-28Publisher
Taylor & FrancisBibliographic citation
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.Type
info:eu-repo/semantics/articlePublisher version
https://www.tandfonline.com/doi/abs/10.1080/02607476.2020.1733400Version
info:eu-repo/semantics/acceptedVersionSubject
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 ... [+]
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. [-]
Investigation project
Universitat Jaume I [grants OPI03A/18, UJI-A2017-03].Rights
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