Service-learning in teacher education: inclusion development in the Didactics of Corporal Expression Area

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Published: Nov 13, 2019
DOI: https://doi.org/10.13042/Bordon.2019.67773
Keywords:
Methodology Physical Education Higher Education Active learning Teacher education.

Main Article Content

Oscar Chiva-Bartoll
Celina Salvador-Garcia
Carlos Capella-Peris
María Maravé-Vivas

Abstract

INTRODUCTION. Universities should contribute to the consolidation, through the practice, of personal and social competencies linked to the rights, duties and freedoms that characterize democratic societies. Recent studies state that service-learning represents an effective means to materialize this requirement. The present investigation analyzes the effects of a service-learning program in the Didactics of Corporal Expression Area in pre-service teacher training. METHOD. 141 students (79 female and 62 male) completed one of the two editions of service-learning developed in the academic years 2016-17 and 2017-18. The programs were focused on promoting the inclusion of children under the risk of exclusion through motor and social development. The program’s structure followed the stages of experimental learning proposed by Kolb (1984) and it stressed students’ reflection. Students wrote reflective diaries the content of which was analyzed following Butin’s (2005) Conceptual Model. First, we carried out an open codification phase, and later an axial codification was implemented with the assistance of the NVivo (10) software. RESULTS. Bearing in mind the research questions, the results connect with all the categories of the model: technical, cultural, political, and poststructuralist. DISCUSSION. The study reflects that when pre-service teachers face social or cultural conceptions with which they are not used to live with, they make an effort to understand them and reexamine their own values and beliefs. Therefore, we conclude that there is a positive impact of service-learning on students’ education.

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How to Cite
Chiva-Bartoll, O., Salvador-Garcia, C., Capella-Peris, C., & Maravé-Vivas, M. (2019). Service-learning in teacher education: inclusion development in the Didactics of Corporal Expression Area. Bordon. Revista De Pedagogia, 71(3), 63–77. https://doi.org/10.13042/Bordon.2019.67773
Issue
Vol. 71 No. 3 (2019): MONOGRÁFICO: APRENDIZAJE-SERVICIO EN LA EDUCACIÓN SUPERIOR
Section
Articles
Author Biographies

Oscar Chiva-Bartoll

Profesor del Departamento de Educación de la Universitat Jaume I. Codirige el Seminario Permanente de Innovación Metodológica Universitaria, la Red de Universidades Valencianas por el aprendizaje-servicio y el Grupo de investigación ENDAVANT. Ha publicado múltiples artículos y libros sobre ApS y ha presentado diferentes ponencias y comunicaciones sobre esta misma temática fruto de diversos proyectos concedidos.

Celina Salvador-Garcia

Maestra de educación primaria y estudiante de doctorado de educación en la Universitat Jaume I de Castellón. Miembro del Seminario Permanente de Innovación Metodológica Universitaria, de la Red de Universidades Valencianas por al aprendizaje-servicio y del Grupo de investigación ENDAVANT.

Carlos Capella-Peris

Lecturer Professor del Departamento Health, Physical Education, Recreation, and Dance en Morgan State University (USA). Doctor con mención internacional por la Universitat Jaume I. Sus líneas de trabajo abarcan la didáctica de la Educación Física, el uso del Aprendizaje Servicio y la promoción del Emprendimiento Social.

María Maravé-Vivas

Profesora del Departamento de Educación de la Universitat Jaume I de Castellón en el Área de Didáctica de la Expresión Corporal mediante una beca predoctoral. Miembro del Seminario Permanente de Innovación Metodológica Universitaria, de la Red de Universidades Valencianas por al aprendizaje-servicio y del Grupo de investigación ENDAVANT.

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