University Jaume I of Castellón, 12006 Castelló de la Plana, Spain.
Department of Didactics of Music, Visual and Body Expression, University of Valencia, 46022 València, Spain.
Int J Environ Res Public Health. 2022 Jul 27;19(15):9175. doi: 10.3390/ijerph19159175.
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.
积极和民主的公民素养促进已经成为高等教育的一个关键挑战，而公民参与不仅是教育的基本轴心，也是培养民主制度的基本轴心。因此，教师教育者通过自己的教学实践发挥了突出的作用，为培养批判性思维、技能和态度创造了相关情境。本研究旨在分析参与服务学习计划的职前教师（n=123）在体育教育中与处境不利或/和有教育需求的儿童一起参与后，在政治维度方面发展的相关学习。本研究采用了定性研究方法，我们基于 Gorham（2005 年）关于政治学习的分类对反思性日记进行了分析：批判性政治思维、对政治的兴趣、审议和政治判断。研究结果表明，在公民态度、批判性政治思维、对社会正义问题的认识、增强的公民妥协和责任感等方面都有了发展。因此，服务学习计划可能是培养职前教师政治视角相关学习的一个合适选择。因此，这些发现让我们了解服务学习如何能够在未来教师中促进公平和社会正义。
