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

Luis García-Rico (Department of Physical Education, Sport and Human Motor Skills, Autonomous University of Madrid, Madrid, Spain)
L. Fernando Martínez-Muñoz (Department of Physical Education, Sport and Human Motor Skills, Autonomous University of Madrid, Madrid, Spain)
María Luisa Santos-Pastor (Department of Physical Education, Sport and Human Motor Skills, Autonomous University of Madrid, Madrid, Spain)
Oscar Chiva- Bartoll (Department of Education and Didactics of Specific Subjects, Universitat Jaume I, Castellón, Spain)

International Journal of Sustainability in Higher Education

ISSN: 1467-6370

Article publication date: 8 March 2021

Issue publication date: 2 July 2021

236

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.

Keywords

Acknowledgements

This study has been carried out within the project I + D+i: University Service-Learning in Physical Activity and Sport. Opportunity for Social Inclusion. 2019 Summons of “I + D+I Projects” in the framework of the State Programs of Generating Learning and Scientific and Technological Strengthening of the I + D+i System and of I + D+i Orientated at the Challenges of Society, in the State Plan of Scientific and Technical Investigation and Innovation 2017–2020. Reference PID2019-105916RB-I00/AEI/10.13039/501100011033. Duration 3 years (2020–2023). Likewise, the funding of the project “Investigation networks in the Science of Sport,” as for the funding of the “Investigation Network in Science- Learning in Physical Activity and Sport for Social Inclusion (RIADIS)” with the reference 03/UPB/20. 2020 Summons of the Higher Sports Council.

Conflicts of interest/Competing interests: The authors declare that they have no conflict of interest.

Availability of data and material: All datasets generated for this study are included in the article/supplementary material.

Ethics statement: The participants provided their written informed consent to participate in this study.

Citation

García-Rico, L., Martínez-Muñoz, L.F., Santos-Pastor, M.L. and Chiva- Bartoll, O. (2021), "Service-learning in physical education teacher education: a pedagogical model towards sustainable development goals", International Journal of Sustainability in Higher Education, Vol. 22 No. 4, pp. 747-765. https://doi.org/10.1108/IJSHE-09-2020-0325

Publisher

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Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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