Critical service-learning: promoting values orientation and enterprise skills in pre-service teacher programmes

Iyer, Radha; Carrington, Suzanne; Mercer, Louise; Selva, Gitta

doi:10.1080/1359866x.2016.1210083

Cited by 27 publications

(17 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In "traditional" service-learning, students meet the need of an individual, whereas in critical service learning students have an explicit social justice focus and are encouraged to critically examine and consider wider social and systemic issues. While a focus on wider issues is desirable, Iyer, Carrington, Mercer, and Selva (2016) note that a mere desire for social justice is insufficient. They argue that service learning is most effective when it allows for "an identity shift when [students] compare their preconceptions … with their new experiences at community sites" (p.4).…”

Section: Service-learningmentioning

confidence: 99%

Exploring the Value of Service-learning on Pre-service Teachers

Mergler¹,

Carrington²,

Boman³

et al. 2017

AJTE

Self Cite

View full text Add to dashboard Cite

Section: Service-learningmentioning

confidence: 99%

Exploring the Value of Service-learning on Pre-service Teachers

Mergler¹,

Carrington²,

Boman³

et al. 2017

AJTE

Self Cite

View full text Add to dashboard Cite

“…Esto se relaciona estrechamente con el valor medio de 4.43 alcanzado en la variable de querer seguir haciendo deporte una vez finalizada la experiencia, lo que demuestra cómo las experiencias positivas generadas en torno a la motricidad, generan adherencia. Una de las principales características del ApS es que se fundamenten en una base sólida de actuación que genere conciencia en los participantes, garantizando de este modo su perdurabilidad una vez que los proyectos que los sustentan han finalizado (Iyer, Carrington, Mercer & Selva, 2016).…”

Section: Resultados Y Discusionesunclassified

Muévete conmigo, un proyecto de aprendizaje servicio en el contexto de la educación física, la actividad física y el deporte

et al. 2019

View full text Add to dashboard Cite

El artículo presenta una experiencia de aprendizaje servicio (Aps) que consiste en conseguir que cualquier persona se comprometa a acompañar y motivar a una que sea sedentaria a que realice una actividad física de manera regular. Participaron 2118 personas, de los cuales el 40.9% eran hombres y 59.1% mujeres de 44 ciudades diferentes y de 5 comunidades autónomas distintas. Además de España, participaron personas de México y Ecuador. Se explican los fines de la experiencia de ApS, sus pasos y su protocolo de actuación. Los resultados muestran cómo la media edad de las personas sedentarias que realizaron la experiencia fue de 53.8 años, siendo las horas más habituales entre las 18:00 y 21:00 de la noche. El tipo de actividades más realizadas fueron las de carácter aeróbico. Los participantes muestran un valor de 4.6 sobre 5 en la valoración de la experiencia y un 4.43 sobre en la variable de motivación hacia la continuidad de realización de práctica deportiva. Se concluye destacando la necesidad de implantar más el ApS con el fin de generar hábitos de práctica de actividad física como indicador de contribución y bienestar social.

show abstract

“…Responsibility received outstanding quantitative response in both experimental groups. The qualitative data describes that PETEs had to deal with new and complicated experiences related to preparing and performing the service, developing their social, personal, citizen and civic responsibility (Celio et al, 2011;Fleck et al, 2017;Whitley et al, 2017;Iyer et al, 2018). The enhancement of social responsibility is especially interesting because it contrasts with previous research in PE (Chiva-Bartoll et al, 2020b).…”

Section: Discussionmentioning

confidence: 99%

Social, Personal, and Innovative Competencies Effect of Service-Learning in Physical Education Teacher Education: A Mixed-Methods Analysis

et al. 2021

View full text Add to dashboard Cite

The purpose of this study was to compare the development of social entrepreneurship competency in physical education teacher education students (n = 89), through two modalities of intervention from the same service-learning program. The student teachers provided a direct service to children with motor functional diversity, promoting their motor skills and counteracting their lack of social attention. The study was conducted using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of two non-equivalent experimental groups implementing the Social Entrepreneurship Competency Scale. Qualitative analysis was undertaken by elaborating 12 life histories of multiple crossed stories. Quantitative results provide significant evidence about the social entrepreneurship competency effect of service-learning on physical education teacher education students while qualitative interpretation complements this view, reflecting how this competency was developed. We provide original findings on promotion of personal, social, and innovative social entrepreneurship competency features as well as the promotion of moral and civic values.

show abstract

Critical service-learning: promoting values orientation and enterprise skills in pre-service teacher programmes

Cited by 27 publications

References 40 publications

Exploring the Value of Service-learning on Pre-service Teachers

Exploring the Value of Service-learning on Pre-service Teachers

Muévete conmigo, un proyecto de aprendizaje servicio en el contexto de la educación física, la actividad física y el deporte

Social, Personal, and Innovative Competencies Effect of Service-Learning in Physical Education Teacher Education: A Mixed-Methods Analysis

Contact Info

Product

Resources

About