@misc{10481/76750,
year = {2022},
month = {7},
url = {http://hdl.handle.net/10481/76750},
abstract = {Active and democratic citizenship promotion has become a critical challenge for higher
education, and civic engagement is a fundamental axis not only in education but also in fostering
democratic systems. Consequently, teacher educators held a prominent role through their own
teaching practices to generate contexts promoting critical thinking, skills and attitudes. The aim of
this study was to analyze the learning related to the political dimension developed by pre-service
teachers (n = 123) after participating in a Service-Learning program through physical education
with children at risk or/and student with educational needs. This research followed a qualitative
research approach and we based the analysis of reflective diaries on Gorham’s (2005) categories
regarding political learning: Critical political thinking, Interest in politics, Deliberation and Political
judgment. The findings show a development in learning such as civic attitudes, critical political
thinking, awareness of social justice problems, increased civic compromise and responsibility. The
Service-Learning program, therefore, may have been an adequate option to develop pre-service
teachers’ learning related to a political perspective. Therefore, these findings let us understand how
Service-Learning may foster equity and social justice among future teachers.},
organization = {Universitat Jaume I	UJI-A2019-01
PREDOC/2016/5
03/UPB/20},
publisher = {MDPI},
keywords = {University service-learning},
keywords = {Teacher education},
keywords = {Sport},
keywords = {Civic engagement},
keywords = {Social justice},
title = {How Can Service-Learning Shape the Political Perspectives of Pre-Service Teachers? A Program in the Field of Physical Education},
doi = {10.3390/ijerph19159175},
author = {Maravé Vivas, María and Martín Moya, Ricardo},
}