The Impact of Service Learning on Academic, Professional and PhysicalWellbeing Competences of EFL Teacher Education Students
Metadatos
Mostrar el registro completo del ítemAutor
Hooli, Eeva-Maria; Corral Robles, Silvia; Ortega Martín, José Luis; Baena Extremera, Antonio; Ruiz Montero, Pedro JesúsEditorial
MDPI
Materia
Service learning Teaching English as a foreign language Physical wellbeing
Fecha
2023-03-09Referencia bibliográfica
Hooli, E.-M.; Corral-Robles, S.; Ortega-Martín, J.L.; Baena-Extremera, A.; Ruiz-Montero, P.J. The Impact of Service Learning on Academic, Professional and PhysicalWellbeing Competences of EFL Teacher Education Students. Int. J. Environ. Res. Public Health 2023, 20, 4852. https://doi.org/10.3390/ijerph20064852
Patrocinador
R+D+i project (2019) “University Service-Learning in Physical Activity and Sport. Opportunity for social inclusion”, with reference PID2019-105916RB-I00; Project “Research Network on Sport Sciences” from the Spanish Government through the “RIADIS Research Network”, with reference 03/UPB/20, call 2020, of the Higher Sports Council; Fido 2020 (project no. 20-93), Unit of the Quality, Teaching Innovation and Prospective Unit; 2021 call for Equality, Social Inclusion and Promotion of Research of the vice rector’s office of Equality, Inclusion and Sustainability, which were both calls from the University of Granada, SpainResumen
In response to the challenges of the 21st century, the European Higher Education Area
(EHEA) has been committed to the development of a training model that focuses on the acquisition
of cognitive, physical, and social competences, among others, rather than the mere acquisition
of knowledge. This approach has gained momentum in recent years, where the learners are the
protagonists of their own learning process. This change of approach requires a change in methodology
and involves a renewal of the methodological approach in Spanish universities. Service learning
(S-L) is an active methodology that is gaining ground across universities due to its experiential,
community-based and reflective characteristics. The present study aimed to provide an overview
of the impact of S-L by active programs (physical activities, movement games, active tasks, etc.)
on the acquisition of professional, linguistic, pedagogical or intercultural competencies, as well as
physical wellbeing skills, on English as a foreign language (EFL) teacher education students. Fourteen
Spanish EFL university students carried out an S-L active intervention with a migrant group from the
Migrant Temporary Stay Centre in the autonomous city of Melilla (Spain). A qualitative study was
designed to evaluate the achievement of these competencies. The results show that even though S-L
is a challenging methodology, it favours the development of academic, professional, and physical
wellbeing competences to succeed in a competitive and changing world, as well as the improvement
of the participant students.