ABSTRACT

Background

The development of prosocial competencies in university students can be attained through the implementation of Service-Learning (S-L) methodology by carrying out a community service to groups of foreign unaccompanied minors (FUM). Physical Education Teacher Education (PETE) and Sport Science (SS) students involved in an S-L experience normally develop a critical way of thinking as they face social conflicts. Besides, social justice education and S-L attempt to help in favour of social inclusion of vulnerable groups.

Purpose

This study aims to assess the development of prosocial competencies in PETE and SS students taking a Dual Degree Program in Physical Activity (PA) and SS and Primary Education. This is done through S-L methodology, by carrying out a community service to groups of FUM.

Method

A total of 21 male and 9 female PETE and SS students participated in this study. The methodology used is of a qualitative nature. Reflective diary is used as an instrument for data collection, and content analysis as an information analysis technique.

Results

It has been observed an improvement in the prosocial competencies of the PETE and SS students involved in the S-L experience. The competencies with the greatest number of references and, therefore, those with a greater presence in their testimonies, include organisation, proactivity and optimism, self-esteem, and tolerance and respect.

Conclusion

The S-L is capable of undertaking a transformative role which enables PETE and SS students to acquire prosocial competencies in contexts relating to cultural diversity and social justice.

中文翻译：

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培养 PETE 和运动科学专业学生的亲社会能力。文化多样性背景下的社会正义、服务学习和体育活动

摘要

背景

大学生亲社会能力的发展可以通过服务学习 (SL) 方法的实施来实现，方法是对外国无人陪伴的未成年人 (FUM) 群体进行社区服务。参与 SL 体验的体育教师教育 (PETE) 和体育科学 (SS) 学生通常会在面对社会冲突时形成批判性思维方式。此外，社会正义教育和 SL 试图帮助支持弱势群体的社会包容。

目的

本研究旨在评估 PETE 和 SS 学生在参加体育活动 (PA) 和 SS 以及初等教育双学位课程时亲社会能力的发展。这是通过 SL 方法完成的，通过对 FUM 团体进行社区服务。

方法

共有 21 名男性和 9 名女性 PETE 和 SS 学生参加了这项研究。使用的方法是定性的。反思日记被用作数据收集的工具，内容分析被用作信息分析技术。

结果

据观察，参与 SL 体验的 PETE 和 SS 学生的亲社会能力有所提高。引用次数最多的能力，因此在他们的证词中出现较多的能力，包括组织能力、主动性和乐观性、自尊以及宽容和尊重。

结论

SL 能够发挥变革性作用，使 PETE 和 SS 学生能够在与文化多样性和社会正义相关的背景下获得亲社会能力。