Academic, cultural, participatory and identity’s effects of service learning in preservice teachers thought physical education


  • Raquel Corbatón Martínez Universidat Jaime I
  • Lidón Moliner Miravet Universidat Jaime I
  • Manuel Martí Puig Universidat Jaime I
  • Jesús Gil Gómez Universidat Jaime I
  • Óscar Chiva Bartoll Universidat Jaime I

Palabras clave:

Service-Learning, ADHD, higher education


This study examines the academic, cultural, participatory and identity effects of the implementation of a service-learning program carried out at the University Jaume I by pre-service teachers. It was implemented through an intervention with children affected by Attention Deficit Hyperactivity Disorder. We collected the data through reflections written by groups of students. These data were coded using the software ATLAS.ti, and held categorical content analysis taking as reference the Butin's model (2003).   

The main successes of this intervention program were the technical, cultural and identity learnings. Moreover, the weaknesses were the lack of updates on the social participation category.