Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education students

Abstract

There continue to be gender biases and masculinization within Physical Education (PE). Therefore, PE teacher training should challenge current curricular practices and promote transformative pedagogical approaches. We advocate service-learning (SL) which shares its essential principles and research outcomes with feminist pedagogy. This study aims to discover whether generic SL projects, aimed at meeting the needs of at-risk populations, might promote a non-gender-biased conception of PE in Physical Education Teacher Education (PETE) students/trainees. A qualitative hermeneutic-phenomenological method was used to explore the trainees' personal experiences. Participants included 292 PETE trainees from Universities belonging to the Spanish Service-Learning Research Network in Physical Activity and Sport for Social Inclusion. PETE trainees experienced SL programmes aimed at promoting social inclusion of vulnerable populations through physical activity. A total of 292 reflection journals, 12 semi-structured interviews and 13 focus-groups were conducted. The findings were organized into four categories: 'Equal footing', 'Overcoming masculinized views of PE', 'Beyond the class walls', and 'It seems that PE has evolved'. In conclusion, these findings show that SL might lead PETE trainees to see PE in a less gender-biased way and that a well-designed curriculum will be inclusive, empowering students who do not fit into the hegemonic expectations of masculinity.

How Can Service-Learning Shape the Political Perspectives of Pre-Service Teachers? A Program in the Field of Physical Education

“…Similar results were observed by Chiva–Bartoll et al [ 35 ], who showed that students detected the necessity of formation in order to include people after their involvement in a SL program in the PE subject. This type of side effect coming with SL has been previously reported, for instance, in relation to less gender-biased conceptions of PE [ 51 ].…”

A Longitudinal Study of the Effects of Service-Learning on Physical Education Teacher Education Students

“…Other positive effects for students engaging in SL encompass the development of civic and political identity, citizenship understanding, responsibility upon their own actions and a better awareness about themselves in comparison with other people and their communities ( Iverson and James, 2013 ). In addition, PETEs may increase their effective personality ( Chiva-Bartoll et al, 2019 ); develop more positive attitudes towards special education needs ( Wilkinson et al, 2013 ; Chiva-Bartoll et al, 2021b ); as well as civic skills and attitudes ( Maravé-Vivas et al, 2019 ), being this last dimension primary for the present study. Nevertheless, the majority of the investigations examining SL in the PE field use short-term designs.…”

<p>Sustainable bonds through Critical Feminist Service-Learning among its participants. A case study in Physical Activity and Sport programs _{[Vínculos sostenibles a través del Aprendizaje-Servicio Crítico Feminista en sus agentes. Un estudio de caso en Ciencias de la Actividad Física y del Deporte]}</p>

“…Además, ofrece alternativas frente a las prácticas exclusivamente deportivas competitivas, que enfatizan valores androcéntricos como la agresividad, normas y estructuras que marginan o limitan la participación de las personas en AFD (Azzarito & Katzew, 2010;Fitzpatrick y Enright, 2017;Soler-Prat et al, 2009). Las historias de vida de las participantes reflejan la persistencia de desafíos y subrayan la necesidad de modelos alternativos, basados en principios de pedagogía feminista y un enfoque educativo transformador (Chiva-Bartoll et al, 2021;Cuenca-Soto et al, 2023a).…”