Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education students
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Otros documentos de la autoría: Chiva-Bartoll, Oscar; Santos-Pastor, María Luisa; Martinez Muñoz, Luis Fernando; Ruiz-Montero, Pedro Jesús
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Título
Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education studentsAutoría
Fecha de publicación
2021-06-22Editor
RoutledgeISSN
0958-9236; 1465-3869Cita bibliográfica
CHIVA-BARTOLL, Oscar, et al. Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education students. Journal of Gender Studies, 2021, p. 1-14.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://www.tandfonline.com/toc/cjgs20/currentVersión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
There continue to be gender biases and masculinization within Physical Education (PE). Therefore, PE teacher training should challenge current curricular practices and promote transformative pedagogical approaches. ... [+]
There continue to be gender biases and masculinization within Physical Education (PE). Therefore, PE teacher training should challenge current curricular practices and promote transformative pedagogical approaches. We advocate service-learning (SL) which shares its essential principles and research outcomes with feminist pedagogy. This study aims to discover whether generic SL projects, aimed at meeting the needs of at-risk populations, might promote a non-gender-biased conception of PE in Physical Education Teacher Education (PETE) students/trainees. A qualitative hermeneutic-phenomenological method was used to explore the trainees’ personal experiences. Participants included 292 PETE trainees from Universities belonging to the Spanish Service-Learning Research Network in Physical Activity and Sport for Social Inclusion. PETE trainees experienced SL programmes aimed at promoting social inclusion of vulnerable populations through physical activity. A total of 292 reflection journals, 12 semi-structured interviews and 13 focus-groups were conducted. The findings were organized into four categories: ‘Equal footing’, ‘Overcoming masculinized views of PE’, ‘Beyond the class walls’, and ‘It seems that PE has evolved’. In conclusion, these findings show that SL might lead PETE trainees to see PE in a less gender-biased way and that a well-designed curriculum will be inclusive, empowering students who do not fit into the hegemonic expectations of masculinity. [-]
Entidad financiadora
Ministerio de Ciencia e Innovación | Red de Investigación en Aprendizaje Servicio en Actividad Física y Deporte para la inclusión social
Código del proyecto o subvención
I+D+i PID2019-105916RB-I00/AEI/10.13039/501100011033 | 03/UPB/20
Derechos de acceso
© 2021 Informa UK Limited, trading as Taylor & Francis Group
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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