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

2020 ◽  
Vol 46 (3) ◽  
pp. 395-407 ◽  
Author(s):  
Òscar Chiva-Bartoll ◽  
Carlos Capella-Peris ◽  
Celina Salvador-García
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

Teaching Personal and Social Responsibility in Physical Education Teacher Education

2018 ◽  
pp. 143-162 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Victoria Nicole Ivy ◽  
Michael A. Lawson ◽  
Tania Alameda-Lawson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Social Responsibility ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Low Income Children ◽  
Personal And Social Responsibility

Service-learning has gained popularity in physical education programs as a way to prepare pre-service teachers to work with culturally diverse students. The chapter contributes to this growing movement developing a conceptual framework for the development of a service-learning program fit to meet (a) the learning needs of low-income children and families; (b) the education, training, and socialization needs of preservice teachers; and (c) the design requirements of best practice interventions. A research- and theory-driven application of service-learning through the teaching personal and social responsibility pedagogical model is overviewed in reference to one physical education teacher education program. Lessons learned from the implementation of this model are discussed, as are implications for practice. Improvement science is offered a methodology that can help researchers develop the responsiveness of these initiatives while also furthering the research base of the field.

scholarly journals Social, Personal, and Innovative Competencies Effect of Service-Learning in Physical Education Teacher Education: A Mixed-Methods Analysis

2021 ◽  
Vol 6 ◽  
Author(s):  
Carlos Capella-Peris ◽  
Manuel Martí-Puig ◽  
Celina Salvador-García ◽  
María Maravé-Vivas
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Physical Education ◽  
Service Learning ◽  
Social Entrepreneurship ◽  
Physical Education Teacher ◽  
Education Students ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Students

The purpose of this study was to compare the development of social entrepreneurship competency in physical education teacher education students (n = 89), through two modalities of intervention from the same service-learning program. The student teachers provided a direct service to children with motor functional diversity, promoting their motor skills and counteracting their lack of social attention. The study was conducted using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of two non-equivalent experimental groups implementing the Social Entrepreneurship Competency Scale. Qualitative analysis was undertaken by elaborating 12 life histories of multiple crossed stories. Quantitative results provide significant evidence about the social entrepreneurship competency effect of service-learning on physical education teacher education students while qualitative interpretation complements this view, reflecting how this competency was developed. We provide original findings on promotion of personal, social, and innovative social entrepreneurship competency features as well as the promotion of moral and civic values.

Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education

2008 ◽  
Vol 27 (3) ◽  
pp. 347-367 ◽  
Author(s):  
Elizabeth Domangue ◽  
Russell Lee Carson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Hurricane Katrina ◽  
Cultural Competency ◽  
Physical Education Teacher ◽  
Learning Program ◽  
Education Teacher ◽  
Physical Education Teacher Education

Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cultural competency. Reflective journals and interviews were qualitative data sources used to identify significant elements of the service-learning program that elicited thoughts about the role of cultural competency in teaching. Findings revealed that there were changes in cultural competency. Triangulation of the data suggested that the service-learning participants identified consistent engagement, exposure to another culture, and an engaged instructor as key contributors to cultural competency within the service-learning program.

scholarly journals Sustainable Service-Learning in Physical Education Teacher Education: Examining Postural Control to Promote ASD Children’s Well-Being

2021 ◽  
Vol 18 (10) ◽  
pp. 5216
Author(s):  
Teresa Valverde-Esteve ◽  
Celina Salvador-Garcia ◽  
Jesús Gil-Gómez ◽  
María Maravé-Vivas
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Postural Control ◽  
Well Being ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Third ◽  
Children With Asd

As classrooms become more and more diverse, it is imperative to provide physical education teacher education (PETE) students with opportunities to develop competencies that promote quality education for all students. In this study, PETE students applied a physical education service-learning (SL) program aimed at enhancing Autism Spectrum Disorder (ASD) children’s motor domain and general well-being—objectives that are connected to the third focus of the United Nations’ Sustainable Development Goals (SDGs). Traditionally, research on SL has focused on students’ outcomes, and there is a call to examine SL’s effects on service receivers, which is the gap this paper aspires to fill. The aim of this study was to measure the postural control of children with ASD who were involved in a 6-month SL program in comparison to ASD peers in a control group. A quasi-experimental design was used in which a total of 29 children with ASD participated. The results of the experimental group showed a significant improvement in the vestibular pathways, an improvement trend in the somatosensorial and visual pathways and improvements in the dynamic tests. This study provides valuable feedback about how SL programs can benefit ASD children to improve their postural control, thus contributing to the third SDG concerned with well-being promotion.

The effects of service-learning on physical education teacher education: A case study on the border between Africa and Europe

2021 ◽  
pp. 1356336X2110071
Author(s):  
Oscar Chiva-Bartoll ◽  
Pedro Jesús Ruiz-Montero ◽  
Juan José Leiva Olivencia ◽  
Henrietta Grönlund
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Multicultural Education ◽  
Autism Spectrum ◽  
Vulnerable Groups ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Recent studies, supported by the European project Europe Engage – Developing a Culture of Civic Engagement through Service-Learning within Higher Education in Europe, suggest that service-learning (SL) is an effective approach to develop personal and social learning linked to real contexts. This particular case study analyses the perceived effects of an SL programme implemented in Melilla (on the border between Africa and Europe) by Physical Education Teacher Education (PETE) students. They offered a service focusing on promoting physical activity and sport among different vulnerable groups (unaccompanied foreign minors, migrants and refugees, adults with autism spectrum disorders, women in conditions of social exclusion, ex-drug addicts and vulnerable older people). This case study used a qualitative hermeneutic-phenomenological methodology. A total of 46 PETE students (36 male and 10 female) participated in one of the two editions of SL carried out in 2017–2018 and 2018–2019. Two focus groups and 46 personal reflective journals were analysed, and some interesting outcomes emerged from the thematic analysis, related to the four categories of Butin’s conceptual model, which was used as a benchmark. These findings reveal how SL can promote an inclusive Physical Education (PE) experience in such a multicultural setting. The positive results achieved are consistent with previous SL research and specifically support the applied intervention design based on the phases of Kolb’s experiential learning (1984). In conclusion, SL offers an empowering approach for multicultural education in PETE programmes, supporting the socially critical research developed in PE in recent decades.

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