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The effects of service-learning on physical education teacher education: A case study on the border between Africa and Europe
European Physical Education Review ( IF 2.6 ) Pub Date : 2021-04-15 , DOI: 10.1177/1356336x211007156
Oscar Chiva-Bartoll 1 , Pedro Jesús Ruiz-Montero 2 , Juan José Leiva Olivencia 3 , Henrietta Grönlund 4
Affiliation  

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.



中文翻译:

服务学习对体育教师教育的影响:以非洲与欧洲的边界为例

由欧洲项目“欧洲参与-在欧洲高等教育中通过服务学习发展公民参与文化”支持的最新研究,建议服务学习(SL)是发展与实际环境相关的个人和社交学习的有效方法。这项特殊案例研究分析了体育教师教育(PETE)学生在梅利利亚(非洲和欧洲之间的边界)实施的SL计划的感知效果。他们提供的服务侧重于在不同的弱势群体(无人陪伴的外国未成年人,移民和难民,患有自闭症谱系障碍的成年人,处于社会排斥状态的妇女,吸毒成瘾者和脆弱的老年人)之间促进体育锻炼。本案例研究使用了定性的解释现象学方法。共有46名PETE学生(男36名,女10名)参加了2017-2018年和2018-2019年举办的SL的两个版本之一。分析了两个焦点小组和46种个人反思性期刊,并且通过主题分析得出了一些有趣的结果,这些结果与Butin概念模型的四个类别相关,该模型被用作基准。这些发现揭示了SL在这样的多元文化环境中如何促进包容性体育(PE)体验。取得的积极成果与先前的SL研究一致,并且特别支持了基于Kolb经验学习阶段(1984)的应用干预设计。总之,SL为PETE计划中的多元文化教育提供了一种赋权的方法,支持了近几十年来在PE中开展的对社会至关重要的研究。与Butin概念模型的四个类别相关,后者被用作基准。这些发现揭示了SL在这样的多元文化环境中如何促进包容性体育(PE)体验。取得的积极成果与先前的SL研究一致,并且特别支持了基于Kolb经验学习阶段(1984)的应用干预设计。总之,SL为PETE计划中的多元文化教育提供了一种赋权的方法,支持了近几十年来在PE中开展的对社会至关重要的研究。与Butin概念模型的四个类别相关,后者被用作基准。这些发现揭示了SL在这样的多元文化环境中如何促进包容性体育(PE)体验。取得的积极成果与先前的SL研究一致,并且特别支持了基于Kolb经验学习阶段(1984)的应用干预设计。总之,SL为PETE计划中的多元文化教育提供了一种赋权的方法,支持了近几十年来在PE中开展的对社会至关重要的研究。取得的积极成果与先前的SL研究一致,并且特别支持了基于Kolb经验学习阶段(1984)的应用干预设计。总之,SL为PETE计划中的多元文化教育提供了一种赋权的方法,支持了近几十年来在PE中开展的对社会至关重要的研究。取得的积极成果与先前的SL研究一致,并且特别支持了基于Kolb经验学习阶段(1984)的应用干预设计。总之,SL为PETE计划中的多元文化教育提供了一种赋权的方法,支持了近几十年来在PE中开展的对社会至关重要的研究。

更新日期:2021-04-16
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