Service-learning in physical education teacher education: a pedagogical model towards sustainable development goals

Abstract

Purpose The purpose of this study is to know the contribution of service-learning (SL) on the awareness-raising and sensitivity with regards to sustainable development goals (SDGs) in physical education teacher education (PETE) programs. Design/methodology/approach The research used a qualitative methodology with a case study design from an ethnographic-interpretative approach. The participants were 81 higher education level students from the PETE program. For the collection of information, the following techniques and instruments were used: non-participant observation, students’ portfolios, focus groups and group-interviews. Findings The main findings show the teaching positive features of SL experiences in the PETE students. In alignment with the sustainable development model, the findings suggest that SL can boost and strengthen knowledge, comprehension, sensitivity and compromise in relation to the SDGs. It can be concluded that SL allows teacher educators to train socially critical professionals and to progress toward a sustainable development. Originality/value SL emerges as an appropriate pedagogical model to meet the educational needs of higher education and to face global challenges in relation to the sustainable development of the planet.

Revelations of service-learning project: Multiple perspectives of college students’ reflection

“…This study support research [ 3 , 6 , 20 , 21 , 48 ] that the participants began to take an interest in social issues and may be attributed to their experiences of interacting with the preschoolers, who motivated them to think social issues from their professional perspectives. The community of student life is different from the children, family and community they come into contact with in service learning [ 2 ].…”

“…The impact on students is a commitment to social problems and social responsibilities [ 13 ]. These social concerns may subsequently be internalized as the participants’ values, and this would help the participants not only to develop professional identities but also to constitute the core values for their future education career [ 2 , 6 , 48 , 61 ].…”

“…Individual Growth: Boost students’ self-worth [ 47 ]; promote personal growth and career exploration [ 20 , 48 ]; and guide students to perceive positively, identify personal weaknesses, hone communication skills and problem solving abilities, stimulate ideas through peer observation and collaboration, provide collective emotional support, learn to care for others, explore their career, stimulate service dedication, improvise actions according to immediate circumstances, and permit self-reflection [ 7 , 21 ].…”

“…Social Concern: Improve students’ sense of social responsibility and civic engagement [ 20 , 48 , 49 ]; nurture students’ humanistic and social concerns and allow students to experience ethnic differences and care for the disadvantaged [ 3 , 48 ]; make students aware of factors affecting preschool education quality [ 21 ]; provide students with information regarding social attitudes, leadership skill development, and opinions in the community [ 50 ]; enhance students’ understanding of the importance of community involvement [ 51 ]; and how they can contribute to the community [ 52 ].…”

Sustainable Service-Learning in Physical Education Teacher Education: Examining Postural Control to Promote ASD Children’s Well-Being

“…To conclude, it is important to mention that this study has addressed the effects of an SL program on service receivers to fill a gap highlighted by previous literature [6,7]. In addition, results support the idea of SL emerging as a methodology capable of promoting the United Nations' SDGs [62]. Particularly, the SL developed in this study has promoted the third objective concerned with the health and well-being of ASD children while enhancing the quality education of pre-service teachers and their future teaching practices.…”