Aprendizaje-servicio en la formación inicial docentedesarrollo de la inclusión en el área de didáctica de la expresión corporal

  1. Óscar Chiva-Bartoll 1
  2. Celina Salvador-García 1
  3. Carlos Capella-Peris 1
  4. María Maravé-Vivas 1
  1. 1 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

Journal:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Year of publication: 2019

Issue Title: Aprendizaje-servicio en la educación superior

Volume: 71

Issue: 3

Pages: 63-77

Type: Article

DOI: 10.13042/BORDON.2019.67773 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Bordón: Revista de pedagogía

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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Data source: Dialnet